Science Standards Draft

Minnesota Academic Standards in Science, Approved DRAFT, June 21, 2019 page 1
Grade -----Strand------Substrand-----------------Standard---------------Content Area-------------------------------------- Benchmark
Content
Substrand Standard Area Benchmark
1.1 Asking 1.1.1 Students will be able to ask Earth and 0E.1.1.1.1 Ask questions to obtain information from weather
questions and questions about aspects of the Space forecasts to prepare for and respond to severe weather.* (P: 1,
defining phenomena they observe, the Science CC: 7, CI: ESS3, ETS2) Emphasis is on local forms of severe
problems conclusions they draw from their weather that may arise quickly and should include examples of
models or scientific investigations, each engineered solutions to severe weather (such as clothing to wear
other’s ideas, and the information they or places to safely shelter).
read.
1.1 Asking 1.1.1 Students will be able to ask Earth and 0E.1.1.1.2 Ask questions about how a person may reduce the
questions and questions about aspects of the Space amount of natural resources the individual uses.* (P: 1, CC: 2, CI:
defining phenomena they observe, the Science ESS3) Examples of questions may include reusing paper to reduce
problems conclusions they draw from their the number of trees cut down and recycling cans and bottles to
models or scientific investigations, each reduce the amount of plastic, glass, or metal used.
other’s ideas, and the information they
read.
1.2 Planning and 1.2.1 Students will be able to design Physical 0P.1.2.1.1 Collect and organize observational data to determine
carrying out and conduct investigations in the Science the effect of sunlight on Earth’s surface. (P: 3, CC: 2, CI: PS3, ETS2)
investigations classroom, laboratory, and/or field to Examples of Earth’s surface may include sand, soil, rocks, and
test students’ ideas and questions, and water. Data may be organized in pictographs or bar graphs.
will organize and collect data to provide Examples of observations may include heating, growth of plants,
evidence to support claims the students melting of snow, and shadows.
make about phenomena.
1.2 Planning and 1.2.1 Students will be able to design Life Science 0L.1.2.1.2 Make observations of plants and animals to compare
carrying out and conduct investigations in the the diversity of life in different habitats. (P: 3, CC: 1, CI: LS4)
investigations classroom, laboratory, and/or field to Emphasis is on the diversity of living things in a variety of
test students’ ideas and questions, and different habitats and patterns across those habitats.
will organize and collect data to provide
evidence to support claims the students
2.1 Analyzing 2.1.1 Students will be able to represent Physical 0P.2.1.1.1 Sort objects in terms of natural/human-made, color,
and interpreting observations and data in order to Science size, shape, and texture, then communicate the reasoning for the
data recognize patterns in the data, the sorting system. (P: 4, CC: 2, CI: PS1) Emphasis is on using
meaning of those patterns, and possible observations to describe patterns and/or relationships in the
relationships between variables. natural and designed world in order to order to answer scientific
qustions and solve problems.
2.1 Analyzing 2.1.1 Students will be able to represent Earth and 0E.2.1.1.2 Make daily and seasonal observations of local weather
and interpreting observations and data in order to Space conditions to describe patterns over time.** (P: 4, CC: 1, CI: ESS2)
data recognize patterns in the data, the Science Examples of qualitative observations may include descriptions of
meaning of those patterns, and possible the weather (such as sunny, cloudy, rainy, and warm). Examples
relationships between variables. of quantitative observations may include numbers of sunny,
windy, and rainy days in a month. Examples of patterns may
include that it is usually cooler in the morning than in the
afternoon and that different months have different numbers of
sunny days versus cloudy days in different months.
2.1 Analyzing 2.1.1 Students will be able to represent Life Science 0L.2.1.1.3 Record and use observations to describe patterns of
and interpreting observations and data in order to what plants and animals (including humans) need to survive.**
data recognize patterns in the data, the (P: 4, CC: 1, CI: LS1) Examples of patterns may include that
meaning of those patterns, and possible animals need to take in food, but plants do not; different animals
relationships between variables. need different kinds of food; plants require light; and that all
living things need water.
2.2 Using 2.2.1 Students will be able to use Physical 0P.2.2.1.1 Identify and describe patterns that emerge from the
mathematics mathematics to represent physical Science effects of different strengths or different directions of pushes and
and variables and their relationships; pulls on the motion of an object.** (P: 5, CC: 2, CI: PS2) Emphasis
computational compare mathematical expressions to is on different relative strengths or different directions, but not
thinking the real world; and engage in both at the same time. Examples of pushes or pulls may include a
computational thinking as they use or string attached to an object being pulled, a person pushing an
develop algorithms to describe the object, a person stopping a rolling ball, and two objects colliding
natural or designed worlds. and pushing on each other.
3.1 Developing 3.1.1 Students will be able to develop, Life Science 0L.3.1.1.1 Develop a simple model to represent the relationship
and using revise, and use models to represent the between the needs of different plants and animals (including
models students’ understanding of phenomena humans) and the places they live. (P: 2, CC: 4, CI: LS2) Examples
or systems as they develop questions, of relationships may include that deer eat buds and leaves,
predictions and/or explanations, and therefore, they usually live in forested areas; and grasses need
communicate ideas to others. . sunlight, so they often grow in meadows. Examples of models
may include food chains, collages, and/or sorting activities./a
3.2 Constructing 3.2.2 Students will be able to use their Physical 0P.3.2.2.1 Design and build a structure to reduce the warming
explanations understanding of scientific principles Science effect of sunlight on Earth’s surface.* (P: 6, CC: 2, CI: PS3, ETS1)
and designing and the engineering design process to Emphasis of the practice is on choosing appropriate materials
solutions design solutions that meet established and tools to solve a problem. Emphasis of the core idea is on
criteria and constraints.* understanding the heating effects of sunlight. Examples of
structures may include umbrellas, canopies, and tents.
4.1 Engaging in 4.1.1 Students will be able to engage in Physical 0P.4.1.1.1 Construct an argument supported by evidence for
Arguing from argument from evidence for the Science whether a design solution works as intended to change the speed
evidence explanations the students construct, or direction of an object with a push or a pull.* (P: 7, CC: 2, CI:
defend and revise their interpretations PS2, ETS1) Examples of problems requiring a solution may
when presented with new evidence, include having a marble or other object move a certain distance,
critically evaluate the scientific follow a particular path, and knock down other objects. Examples
arguments of others, and present of solutions may include tools such as a ramp to increase the
counter arguments. speed of the object and a structure that would cause an object
such as a marble or ball to turn.
4.2 Obtaining, 4.2.1 Students will be able to read and Physical 0P.4.2.2.1 Communicate design ideas for a structure that reduces
evaluating and interpret multiple sources to obtain Science the warming effect of sunlight on Earth’s surface.* (P: 8, CC: 2, CI:
communicating information, evaluate the merit and PS3, ETS1) Examples of written designs include models, drawings,
information validity of claims and design solutions, writing, or numbers.n/a
and communicate information, ideas,
and evidence in a variety of formats.
1.1 Asking 1.1.1 Students will be able to ask Life Science 1L.1.1.1.1 Ask questions based on observations about the
questions and questions about aspects of the similarities and differences between young plants and animals
defining phenomena they observe, the and their parents. (P: 1, CC: 2, CI: LS3) Examples of observations
problems conclusions they draw from their may include leaves from the same kind of plant are the same
models or scientific investigations, each shape but can differ in size; and a particular breed of dog looks
other’s ideas, and the information they like its parents but is not exactly the same.
read.
1.2 Planning and 1.2.1 Students will be able to design Physical 1P.1.2.1.1 Plan and conduct investigations to provide evidence
carrying out and conduct investigations in the Science that vibrating materials can make sound and that sound can
investigations classroom, laboratory, and/or field to make materials vibrate. (P: 3, CC: 2, CI: PS4) Examples of
test students’ ideas and questions, and vibrating materials that make sound may include tuning forks
will organize and collect data to provide and plucking a stretched string. Examples of how sound can make
evidence to support claims the students matter vibrate may include holding a piece of paper near a
make about phenomena. speaker making sound and holding an object near a vibrating
tuning fork.
2.1 Analyzing 2.1.1 Students will be able to represent Physical 1P.2.1.1.1 Identify and describe patterns obtained from testing
and interpreting observations and data in order to Science different materials and determine which materials have the
data recognize patterns in the data, the properties that are best suited for producing and/or transmitting
meaning of those patterns, and possible sound.* (P: 4, CC: 1, CI: PS1, ETS1) Examples of materials may be
relationships between variables. wood, paper, string, plastics, cloth, etc.
2.2 Using Earth and 1E.2.2.1.1 Use quantitative data to identify and describe patterns
mathematics 2.2.1 Students will be able to use Space in the amount of time it takes for Earth processes to occur and
and mathematics to represent physical Science determine whether they occur quickly or slowly. (P: 5, CC: 7, CI:
computational variables and their relationships; ESS1) Emphasis of the core idea is that some Earth processes
thinking compare mathematical expressions to happen quickly (like tornadoes and thunderstorms) and some
the real world; and engage in slowly (like the erosion of soil). Examples of data may include
computational thinking as they use or firsthand observations data from books, videos, pictures, or
develop algorithms to describe the historical photos.
natural or designed worlds.
3.1 Developing 3.1.1 Students will be able to develop, Life Science 1L.3.1.1.1 Develop a simple model based on evidence to
and using revise, and use models to represent the represent how plants or animals use their external parts to help
models students’ understanding of phenomena them survive, grow, and meet their needs. (P: 2, CC: 6, CI: LS1)
or systems as they develop questions, Examples of external parts may include acorn shells, plant roots,
predictions and/or explanations, and thorns on branches, turtle shells, animal scales, animal tails, and
communicate ideas to others. animal quills.
3.2 Constructing 3.2.2 Students will be able to use their Physical 1P.3.2.2.1 Design and build a device that uses light or sound to
explanations understanding of scientific principles Science solve the problem of communicating over a distance.* (P: 6, CC:
and designing and the engineering design process to 6, CI: PS4, ETS1, ETS2) Examples of devices may include paper cup
solutions design solutions that meet established and string “telephones” and a pattern of drum beats.
criteria and constraints.*
3.2 Constructing 3.2.2 Students will be able to use their Life Science 1L.3.2.2.2 Plan and design a solution to a human problem by
explanations understanding of scientific principles mimicking how plants and/or animals use their external parts to
and designing and the engineering design process to help them survive, grow, and meet their needs.* (P: 6, CC: 6, CI:
solutions design solutions that meet established LS1, ETS2) Examples of human problems that can be solved by
criteria and constraints.* mimicking plant or animal solutions may include designing
clothing or equipment to protect bicyclists by mimicking turtle
shells, acorn shells, and animal scales; stabilizing structures by
mimicking animal tails and roots on plants; keeping out intruders
by mimicking thorns on branches and animal quills, and detecting
intruders by mimicking eyes and ears.
4.1 Engaging in 4.1.1 Students will be able to engage in Earth and 1E.4.1.1.1 Construct an argument based on observational
Arguing from argument from evidence for the Space evidence for how plants and animals (including humans) can
evidence explanations the students construct, Science change the non-living aspects of the environment to meet their
defend and revise their interpretations needs. (P: 7, CC: 4, CI: ESS2) Examples of plants and animals
when presented with new evidence, changing their environment may include a squirrel digging in the
critically evaluate the scientific ground to hide its food and tree roots breaking concrete.
arguments of others, and present
counter arguments.
4.1 Engaging in 4.1.2 Students will be able to argue Earth and 1E.4.1.2.1 Construct an argument with evidence to evaluate
Arguing from from evidence to justify the best Space multiple solutions designed to slow or prevent wind or water
evidence solution to a problem or to compare Science from changing the shape of the land.* (P: 7, CC: 7, CI: ESS2, ETS2)
and evaluate competing designs, ideas, Examples of solutions could include different designs of dikes and
or methods.* windbreaks to hold back wind and water; and different designs
for using shrubs, grass, and trees to hold back the land.
4.2 Obtaining, 4.2.1 Students will be able to read and Earth and 1E.4.2.1.1 Communicate solutions that will reduce the impact of
evaluating and interpret multiple sources to obtain Space humans on the land, water, air, and/or other living things in the
communicating information, evaluate the merit and Science local environment.* (P: 8, CC: 4, CI: ESS3) Examples of human
information validity of claims and design solutions, actions that impact the land may include cutting trees to produce
and communicate information, ideas, paper, using resources to produce bottles, and using water for
and evidence in a variety of formats. bathing and brushing teeth. Examples of solutions may include
reusing paper and recycling cans and bottles.
4.2 Obtaining, 4.2.1 Students will be able to read and Life Science 1L.4.2.1.2 Obtain information using various features of texts and
evaluating and interpret multiple sources to obtain other media to determine patterns in the behavior of parents and
communicating information, evaluate the merit and offspring that help offspring survive. (P: 8, CC: 1, CI: LS1)
information validity of claims and design solutions, Examples of text features include headings, glossaries, electronic
and communicate information, ideas, menus, pictures, illustrations, icons, etc. Examples of behavior
and evidence in a variety of formats. patterns may include the signals that offspring make (such as
crying, chirping, and other vocalizations) and the responses of the
parents (such as feeding, comforting, and protecting the
offspring).
4.2 Obtaining, 4.2.2 Students will be able to gather Physical 1P.4.2.2.1 Communicate solutions that use materials to provide
evaluating and information about and communicate Science shelter, food, or warmth needs for communities including
communicating the methods that are used by various Minnesota American Indian tribes and communities.* (P: 8, CC: 2,
information cultures, especially those of Minnesota CI: PS1, ETS2) Examples of cultures may include those within the
American Indian Tribes and local context of the learning community and within the context of
communities, to develop explanations Minnesota. Examples of solutions may include past and current
of phenomena and design solutions to building practices that incorporate natural building materials and
problems. other green practices as used in sweat lodges, green roofs, moss
used for insulation, or sustainable food production and tools used
for ricing (harvesting and finishing). /
1.1 Asking Physical 2P.1.1.1.1 Ask questions about an object’s motion based on
questions and 1.1.1 Students will be able to ask Science observation, that can be answered by an investigation. (P: 1, CC:
defining questions about aspects of the 1, CI: PS2) Examples of questions may include what is causing
problems phenomena they observe, the the motion, what type of motion (circular, bouncing, etc.) and
conclusions they draw from their what changes are happening in the motion.
models or scientific investigations, each
read.
1.2 Planning and 1.2.1 Students will be able to design Physical 2P.1.2.1.1 Plan and conduct an investigation to describe how
carrying out and conduct investigations in the Science heating and cooling affects different kinds of materials based
investigations classroom, laboratory, and/or field to upon their observable properties. (P: 3, CC: 1, CI: PS1) Examples
test students’ ideas and questions, and of materials may include metals, cloth, plastics, styrofoam, wood
will organize and collect data to provide and glass.
2.1 Analyzing 2.1.1 Students will be able to represent Earth and 2E.2.1.1.1 Represent data to describe typical weather conditions
and interpreting observations and data in order to Space expected during a particular season. (P: 4, CC: 1, CI: ESS2)
data recognize patterns in the data, the Science Examples of data may include temperature, precipitation, and
meaning of those patterns, and possible wind direction. Data displays can include pictographs and bar
relationships between variables. graphs.
2.1 Analyzing 2.1.1 Students will be able to represent Earth and 2E.2.1.1.2 Analyze data from tests of objects designed to reduce
and interpreting observations and data in order to Space the impacts of a weather-related hazards and compare the
data recognize patterns in the data, the Science strengths and weaknesses of how each performs.* (P: 4, CC: 2, CI:
meaning of those patterns, and possible ESS3, ETS1) Emphasis is on data from tests of student-designed
relationships between variables. objects. Examples of design solutions to weather-related hazards
may include barriers to prevent flooding or snow drifting,
structures for sun shading, materials for clothing, and orientation
of bus shelters.
2.2 Using Physical 2P.2.2.1.1 Identify and predict quantitative patterns of the effects
mathematics 2.2.1 Students will be able to use Science of balanced and unbalanced forces on the motion of an object.**
and mathematics to represent physical (P: 5, CC: F412, CI: PS2) Examples may include an unbalanced
computational variables and their relationships; force on one side of a ball can make it start moving; and balanced
thinking compare mathematical expressions to forces pushing on a box from both sides will not produce any
the real world; and engage in motion at all. Data displays may include pictographs and bar
computational thinking as they use or graphs.
develop algorithms to describe the
3.1 Developing 3.1.1 Students will be able to develop, Physical 2P.3.1.1.1 Develop a simple diagram or physical model to
and using revise, and use models to represent the Science illustrate how some changes caused by heating or cooling can be
models students’ understanding of phenomena reversed and some cannot.** (P: 2, CC: 2, CI: PS3) Examples of
or systems as they develop questions, reversible changes may include materials such as water and
predictions and/or explanations, and butter at different temperatures. Examples of irreversible
communicate ideas to others. changes may include cooking an egg, freezing a plant leaf, and
heating paper. Examples of diagrams may include a flow chart.
3.2 Constructing 3.2.2 Students will be able to use their Life Science 2L.3.2.2.1 Engineer a device that mimics the structures and
explanations understanding of scientific principles functions of plants or animals in seed dispersal.* (P: 6, CC: 6, CI:
and designing and the engineering design process to LS2, ETS1) Emphasis is on how specific structures have particular
solutions design solutions that meet established functions. Examples of seed dispersal by animals may include
criteria and constraints.* feeding and subsequent elimination of seeds, or attachment of
seeds/pollen to animal structures. Examples of seed dispersal by
plants may include various wind-catching designs (as in
dandelions or maple trees) or colors and smells that attract
pollinators.
4.1 Engaging in 4.1.1 Students will be able to engage in Life Science 2L.4.1.1.1 Construct an argument with evidence that evaluates
Arguing from argument from evidence for the how in a particular habitat some organisms can survive well,
evidence explanations the students construct, some survive less well, and some cannot survive at all. (P: 7, CC:
defend and revise their interpretations 2, CI: LS4, ETS2) Emphasis is on the interdependence of parts of a
when presented with new evidence, system (organisms and their habitat). Examples of habitats
critically evaluate the scientific should include those found in Minnesota, such as a wetland,
arguments of others, and present prairie, or garden. Examples of evidence may include needs and
counter arguments. characteristics of the organisms and habitats involved.
4.2 Obtaining, Earth and 2E.4.2.1.1 Obtain and use information from multiple sources to
evaluating and 4.2.1 Students will be able to read and Space identify where water is found on Earth. (P: 8, CC: 1, CI: ESS2)
communicating interpret multiple sources to obtain Science Emphasis of the practice is on learning how to use texts and maps
information information, evaluate the merit and to integrate and evaluate content. Examples may include liquid
validity of claims and design solutions, water in oceans, lakes, rivers, and ponds; and solid water in
and communicate information, ideas, glaciers and polar ice caps.
4.2 Obtaining, Earth and 2E.4.2.1.2 Obtain and use information from multiple sources,
evaluating and Space including electronic sources, to describe climates in different
communicating 4.2.1 Students will be able to read and Science regions of the world.** (P: 8, CC: 1, CI: ESS2) Emphasis of the
information interpret multiple sources to obtain practice is on learning how to use electronic sources to integrate
information, evaluate the merit and and evaluate content. Examples of information may include data
validity of claims and design solutions, on an area’s typical weather conditions and how these patterns
and communicate information, ideas, are considered climate.
4.2 Obtaining, 4.2.2 Students will be able to gather Physical 2P.4.2.2.1 Obtain information and communicate how Minnesota
evaluating and information about and communicate Science American Indian Tribes and communities and other cultures
communicating the methods that are used by various apply knowledge of the natural world in determining which
information cultures, especially those of Minnesota materials have the properties that are best suited for an intended
American Indian Tribes and purpose.* (P: 8, CC: 2, CI: PS1, ETS1) Examples of cultures may
communities, to develop explanations include those within the local context of the learning community
of phenomena and design solutions to and within the context of Minnesota. Emphasis of the practice is
problems. on obtaining, interpreting, and communicating information
related to how various cultures have built materials suited for
intended purposes according to their properties. Examples of
materials may include instruments (Cedar for knockers and Black
Spruce for poles) for ricing, birch bark for baskets or other
containers for carrying water, and sinew for connecting parts of
tools.
1.1 Asking 1.1.1 Students will be able to ask Physical 3P.1.1.1.1 Ask questions based on observations about why
questions and questions about aspects of the Science objects in darkness can be seen only when illuminated. (P: 1, CC:
defining phenomena they observe, the 2, CI: PS4) Emphasis should be on addressing the misconception
problem conclusions they draw from their that people can see in the dark if they wait long enough and on
models or scientific investigations, each the way eyes receive light. Examples of observations may include
other’s ideas, and the information they those made in a completely dark room, a pinhole box, and a video
read. of a cave explorer with a flashlight.
1.2 Planning 1.2.1 Students will be able to design Physical 3P.1.2.1 1 Plan and conduct a controlled investigation to
and carrying out and conduct investigations in the Science determine the effect of placing objects made with different
investigations classroom, laboratory, and/or field to materials in the path of a beam of light. (P: 3, CC: 2, CI: PS4)
test students’ ideas and questions, and Emphasis is on conducting fair tests by controlling variables.
will organize and collect data to provide Examples of materials may include those that are transparent
evidence to support claims the students (such as clear plastic), translucent (such as wax paper), opaque
make about phenomena. (such as cardboard), and reflective (such as a mirror).
1.2 Planning and 1.2.1 Students will be able to design Life Science 3L.1.2.1.2 Plan and conduct an investigation to determine how
carrying out and conduct investigations in the amounts of sunlight and water impact the growth of a plant. (P:
investigations classroom, laboratory, and/or field to 3, CC:2, CI: LS2) Emphasis of the practice is on conducting fair
test students’ ideas and questions, and tests, with provide data to support explanations. Examples of
will organize and collect data to provide investigations may include simple experiments with fast-growing
evidence to support claims the students plants.
2.1 Analyzing 2.1.1 Students will be able to represent Earth and 3E.2.1.1.1 Record observations of the sun, moon, and stars and
and interpreting observations and data in order to Space use them to describe patterns that can be predicted.** (P: 4, CC:
data recognize patterns in the data, the Science 1, CI: ESS1) Examples of patterns may include that the sun and
meaning of those patterns, and possible moon appear to rise in one part of the sky, move across the sky,
relationships between variables. and set; and stars other than our sun are visible at night but not
during the day.
2.2 Using 2.2.1 Students will be able to use Earth and 3E.2.2.1.1 Organize and electronically present collected data to
mathematics mathematics to represent physical Space identify and describe patterns in the amount of daylight in the
and variables and their relationships; Science different times of the year.** (P: 5, CC: 1, CI: ESS1) Emphasis is on
computational compare mathematical expressions to relative comparisons of the amount of daylight in the winter to
thinking the real world; and engage in the amount in the spring or fall.
computational thinking as they use or
3.1 Developing 3.1.1 Students will be able to develop, Physical 3P.3.1.1.1 Develop a model to describe that light reflecting from
and using revise, and use models to represent the Science objects and entering the eye allows objects to be seen. (P: 2, CC:
models students’ understanding of phenomena 2, CI: PS4) Examples of models may include diagrams, drawings,
or systems as they develop questions, physical models, or computer programs.
predictions and/or explanations, and
communicate ideas to others.
3.1 Developing 3.1.1 Students will be able to develop, Life Science 3L.3.1.1.2 Develop multiple models to describe how organisms
and using revise, and use models to represent the have unique and diverse life cycles but all have birth, growth,
models students’ understanding of phenomena reproduction, and death in common. (P: 2, CC: 4, CI: LS1)
or systems as they develop questions, Emphasis is on the pattern of changes organisms go through
predictions and/or explanations, and during their life. Examples of models may include diagrams,
communicate ideas to others. drawings, physical models, or computer programs.
3.2 Constructing 3.2.1 Students will be able to apply Life Science 3L.3.2.1.1 Construct an explanation using evidence from various
explanations scientific principles and empirical sources for how the variations in characteristics among
and designing evidence (primary or secondary) to individuals of the same species may provide advantages in
solutions explain the causes of phenomena or surviving, finding mates, and reproducing. (P: 6, CC: 2. CI: LS4)
identify weaknesses in explanations Examples of cause and effect relationships may include how
developed by the students or others. individual plants of the same species with different length thorns
may be more or less likely to be eaten by predators; or animals
that have better camouflage coloration than others of their
species may be more likely to survive and therefore more likely to
leave offspring.
4.1 Engaging in 4.1.1 Students will be able to engage in Life Science 3L.4.1.1.1 Construct an argument about strategies animals use to
Arguing from argument from evidence for the survive. (P: 7, CC: 2, CI: LS2) Emphasis is on group behavior and
evidence explanations the students construct, how being part of a group helps animals obtain food, defend
defend and revise their interpretations themselves, and cope with changes. Examples of animals should
when presented with new evidence, include wolves or other animals that live in Minnesota.
critically evaluate the scientific
counter arguments.
4.2 Obtaining, 4.2.1 Students will be able to read and Life Science 3L.4.2.1.1 Obtain information from various types of media to
evaluating and interpret multiple sources to obtain support an argument that plants and animals have internal and
communicating information, evaluate the merit and external structures that function to support survival, growth,
information validity of claims and design solutions, behavior, and reproduction. ** (P: 8, CC: 4, CI: LS1) Examples of
and communicate information, ideas, structures may include thorns, stems, roots, colored petals, heart,
and evidence in a variety of formats. stomach, lungs, brain, and skin. Examples of media may include
electronic sources.
4.2 Obtaining, 4.2.2 Students will be able to gather Earth and 3E.4.2.2.1 Gather information and communicate how Minnesota
evaluating and information about and communicate Space American Indian Tribes and communities and other cultures use
communicating the methods that are used by various Science patterns in stars to make predictions and plans. (P 8, CC: 1, CI:
information cultures, especially those of Minnesota ESS1) Examples of cultures may include those within the local
American Indian Tribes and context of the learning community and within the context of
communities, to develop explanations Minnesota. Examples may include using star maps to predict
of phenomena and design solutions to seasons, star patterns to inform navigation, and using star stories
problems. to identify numeric patterns that guide behavior.
1.1 Asking 1.1.1 Students will be able to ask Physical 4P.1.1.1.1 Ask questions to determine cause and effect
questions and questions about aspects of the Science relationships of electric and magnetic interactions between two
defining phenomena they observe, the objects not in contact with each other. (P: 1, CC: 2, CI: PS2)
problems conclusions they draw from their Examples of an electric force may include the force on hair from
models or scientific investigations, each an electrically charged balloon and the electrical forces between
other’s ideas, and the information they a charged rod and pieces of paper; examples of a magnetic force
read. may include the force between two permanent magnets, the
force between an electromagnet and steel paper clips, and the
force exerted by one magnet versus the force exerted by two
magnets. Examples of cause and effect relationships may include
how the distance between objects affects the strength of the
force and how the orientation of magnets affects the direction of
the magnetic force.
1.1 Asking 1.1.1 Students will be able to ask Earth and 4E.1.1.1.2 Ask questions about how water moves through the
questions and questions about aspects of the Space Earth system and identify the type of question. (P: 1, CC: 5, CI:
defining phenomena they observe, the Science ESS2) Emphasis is on the processes of evaporation, condensation,
problems conclusions they draw from their and precipitation. Examples of types of questions may include
models or scientific investigations, each those that can be tested by an experiment, and questions that
other’s ideas, and the information they may answered from a text.
read.
1.1 Asking Physical 4P.1.1.2.1 Define a simple design problem that can be solved by
questions and Science applying scientific ideas about magnets.* (P: 1, CC: 2, CI: PS2,
defining 1.1.2 Students will be able to ask ETS2) Examples of problems may include constructing a latch to
problems questions about a problem to be solved keep the door shut and creating a device to keep two moving
so they can define constraints and objects from touching each other.
specifications for possible solutions.*
1.2 Planning and 1.2.1 Students will be able to design Earth and 4E.1.2.1.1 Make observations and measurements to provide
carrying out and conduct investigations in the Space evidence of the effects of weathering or the rate of erosion by
investigations classroom, laboratory, and/or field to Science the forces of water, ice, wind, or vegetation* (P: 3, CC: 2, CI:
test students’ ideas and questions, and ESS2) Emphasis is on predicting the rate of change when
will organize and collect data to provide variables are changed. Examples of variables to test may include
evidence to support claims the students angle of slope in the downhill movement of water, amount of
make about phenomena. vegetation, speed of wind, relative rate of deposition, cycles of
freezing and thawing of water, cycles of heating and cooling, and
volume of water flow.
1.2 Planning and 1.2.1 Students will be able to design Earth and 4E.1.2.1.2 Plan and carry out fair tests in which variables are
carrying out and conduct investigations in the Space controlled and failure points are considered to improve a model
investigations classroom, laboratory, and/or field to Science or prototype to prevent erosion.* (P: 3, CC: 2, CI: ESS2, ETS1;
test students’ ideas and questions, and ETS2) Examples of prototypes to prevent erosion include
will organize and collect data to provide retaining walls, wind breaks, use of shrubs or other vegetation,
evidence to support claims the students and drainage systems.
2.2 Using Earth and 4E.2.2.1.1 Interpret charts, maps and/or graphs of the amounts
mathematics 2.2.1 Students will be able to use Space of salt water and fresh water in various reservoirs to provide
and mathematics to represent physical Science evidence about the distribution of water on Earth.** (P: 5, CC: 4,
computational variables and their relationships; CI: ESS2) Emphasis is on oceans, lakes, rivers, glaciers, ground
thinking compare mathematical expressions to water, and polar ice caps. Not included is water in the
the real world; and engage in atmosphere.
3.1 Developing 3.1.1 Students will be able to develop, Earth and 4E.3.1.1.1 Develop a model based in part on student
and using revise, and use models to represent Space observations or data to describe ways the geosphere, biosphere,
models their understanding of phenomena or Science hydrosphere, and atmosphere interact. (P: 2, CC: 4, CI: ESS2)
systems as they develop questions, Emphasis is on how rock, living things, water, and/or air are
predictions and/or explanations and individual systems that make up the larger Earth system and
communicate ideas to others. interact with each other.
3.2 Constructing 3.2.1 Students will be able to apply Earth and 4E.3.2.1 1 Identify evidence from patterns in rock formations and
explanations scientific principles and empirical Space fossils in rock layers to support an explanation for changes in a
and designing evidence (primary or secondary) to Science landscape over time. (P: 6, CC: 1, CI: ESS1) Examples of evidence
solutions explain the causes of phenomena or from patterns may include rock layers with marine shell fossils
identify weaknesses in explanations above rock layers with plant fossils and no shells, indicating a
developed by the students or others. change from land to water over time; and a canyon with different
rock layers in the walls and a river in the bottom, indicating that
over time a river cut through the rock.
3.2 Constructing 3.2.2 Students will be able to use their Earth and 4E.3.2.2.1 Generate and compare multiple solutions to reduce
explanations understanding of scientific principles Space the impacts of natural Earth processes on humans.* (P: 6, CC: 2,
and designing and the engineering design process to Science CI: ESS3, ETS1) Emphasis is on cause and effect relationships to
solutions design solutions that meet established explain change. Examples of solutions may include designing an
criteria and constraints.* earthquake resistant building and improving monitoring of
volcanic activity.
4.1 Engaging in 4.1.1 Students will be able to engage in Life Science 4L.4.1.1.1 Construct or support an argument that traits can be
Arguing from argument from evidence for the influenced by different environments. (P: 7, CC: 2, CI: LS3)
evidence explanations the students construct, Emphasis of the practice is on using evidence, data and/or a
defend and revise their interpretations model to support an argument. Examples of the environment
when presented with new evidence, affecting a trait may include the stunted growth of a typically tall
critically evaluate the scientific plant grown with insufficient water or an animal’s weight being
arguments of others, and present influenced by the availability of food.
counter arguments.
4.2 Obtaining, 4.2.1 Students will be able to read and Earth and 4E.4.2.1.1 Read and comprehend grade appropriate complex
evaluating and interpret multiple sources to obtain Space texts and/or other reliable media to describe that energy and
communicating information, evaluate the merit and Science fuels are derived from natural resources and their uses affect the
information validity of claims and design solutions, environment. (P: 8, CC: 2, CI: ESS3, ETS2) Examples of information
and communicate information, ideas, about natural resources should include details about those found
and evidence in a variety of formats. in Minnesota. Examples of renewable energy resources may
include wind, water behind dams, and sunlight; non-renewable
energy resources include fossil fuels and fissile materials.
Examples of environmental effects may include loss of habitat
due to dams, loss of habitat due to surface mining, and air
pollution and global warming from burning fossil fuels.
4.2 Obtaining, 4.2.1 Students will be able to read and Life Science 4L.4.2.1.2 Obtain information from various media sources to
evaluating and interpret multiple sources to obtain determine that plants and animals have traits inherited from
communicating information, evaluate the merit and parents and that variation of these traits exists in a group of
information validity of claims and design solutions, similar organisms.** (P: 8, CC: 1, CI: LS3) Emphasis of the
and communicate information, ideas, practice is to compare and/or combine information across texts
and evidence in a variety of formats. and other reliable media. Emphasis is on organisms other than
humans and the patterns in traits between offspring and their
parents or among siblings.
4.2 Obtaining, 4.2.2 Students will be able to gather Earth and

evaluating and information about and communicate Space
communicating the methods that are used by various Science 4E.4.2.2.1 Obtain and combine multiple sources of information
information cultures, especially those of Minnesota about ways individual communities, including Minnesota
American Indian Tribes and American Indian Tribes and communities and other cultures use
communities, to develop explanations evidence and scientific principles to make decisions about the
of phenomena and design solutions to uses of Earth’s resources.* (P: 8, CC: 4, CI: ESS3, ETS1) Examples
problems. of cultures may include those within the local context of the
learning community and within the context of Minnesota.
Examples may include balancing the water, soil, wildlife, plant,
and human needs to support sustainable use of resources.
1.1 Asking Physical 5P.1.1.1.1 Ask investigatable questions and predict reasonable
questions and 1.1.1 Students will be able to ask Science outcomes about the changes in energy, related to speed, that
defining questions about aspects of the occur when objects interact. (P: 1, CC: 5, CI: PS3) Emphasis is on
problems phenomena they observe, the the change in energy due to a change in speed, not on the forces,
conclusions they draw from their as objects interact. Example of a question: Where and how do
models or scientific investigations, each marbles move after a collision?
read.
1.2 Planning and 1.2.1 Students will be able to design Physical 5P.1.2.1.1 Conduct an investigation to determine whether the
carrying out and conduct investigations in the Science mixing of two or more substances results in new substances. (P:
investigations classroom, laboratory, and/or field to 3, CC: 2, CI: PS1) Emphasis is on conducting fair tests by
test students’ ideas and questions, and controlling variables.
will organize and collect data to provide
1.2 Planning and 1.2.1 Students will be able to design Physical 5P.1.2.1.2 Evaluate appropriate methods and tools to identify
carrying out and conduct investigations in the Science materials based on their properties prior to investigation. (P: 3,
investigations classroom, laboratory, and/or field to CC: 3, CI: PS1) Examples of materials to be identified may include
test students’ ideas and questions, and baking soda and other powders, metals, minerals, and liquids.
will organize and collect data to provide Examples of properties may include color, hardness, reflectivity,
evidence to support claims the students electrical conductivity, ability to conduct heat, response to
make about phenomena. magnetic forces, and solubility; density is not intended as an
identifiable property.
1.2 Planning and 1.2.1 Students will be able to design Life Science 5L.1.2.1.3 Plan and conduct an investigation to obtain evidence
carrying out and conduct investigations in the that plants get the materials they need for growth chiefly from air
investigations classroom, laboratory, and/or field to and water. (P: 3, CC: 5, CI: LS1) Examples of plants may include
test students’ ideas and questions, and aquatic plants that grow without soil. Examples of observational
will organize and collect data to provide evidence may include growth patterns for plants grown in
evidence to support claims the students different environments.
2.1 Analyze and 2.1.1 Students will be able to represent Physical 5P.2.1.1.1 Analyze and interpret data to show that energy can be
interpret data observations and data in order to Science transferred from place to place by sound, light, heat, and electric
recognize patterns in the data, the currents. (P: 4, CC: 5, CI: PS3) Emphasis of the practice is on
meaning of those patterns, and possible analyzing student observations and data to serve as evidence to
relationships between variables. support a claim.
2.2 Using Physical 5P.2.2.1.1 Measure and graph quantities to provide evidence that
mathematics 2.2.1 Students will be able to use Science regardless of the type of change that occurs when heating,
and mathematics to represent physical cooling, or mixing substances, the total weight of matter is
computational variables and their relationships; conserved. (P: 5, CC: 3, CI: PS1) Examples of reactions or changes
thinking compare mathematical expressions to may include phase changes, dissolving, and mixing to form new
the real world; and engage in substances. Mass and weight are not distinguished.
2.2 Using Earth and 5E.2.2.1.2 Use data to describe patterns in the daily changes in
mathematics 2.2.1 Students will be able to use Space length and direction of shadows, day and night, and the seasonal
and mathematics to represent physical Science appearance of some stars in the night sky.** (P: 5, CC: 1, CI: ESS1)
computational variables and their relationships; Examples of patterns may include the number of daylight hours
thinking compare mathematical expressions to over the course of a year, selected stars that are visible only in
the real world; and engage in particular months, and the length and direction of shadows over
computational thinking as they use or a year.
3.1 Developing 3.1.1 Students will be able to develop, Physical 5P.3.1.1 1 Develop and refine a model to describe that matter is
and using revise, and use models to represent Science made of particles too small to be seen. (P: 2, CC: 3, CI: PS1)
models their understanding of phenomena or Examples of evidence supporting a model may include adding air
systems as they develop questions, to expand a basketball, compressing air in a syringe, dissolving
predictions and/or explanations and sugar in water, and evaporating salt water.
3.1 Developing 3.1.1 Students will be able to develop, Physical 5P.3.1.1.2 Use models to describe that energy in animals’ food
and using revise, and use models to represent Science (used for body repair, growth, and motion and to maintain body
models their understanding of phenomena or warmth) was once energy from the sun. (P: 2, CC: 5, CI: PS3)
systems as they develop questions, Examples of models may include diagrams, and flow charts.
predictions and/or explanations and
3.1 Developing 3.1.1 Students will be able to develop, Life Science 5L.3.1.1.3 Create an electronic visualization of the movement of
and using revise, and use models to represent matter among plants, animals, decomposers, and the
models their understanding of phenomena or environment.** (P: 2, CC: 4, CI: LS2) Emphasis is on the idea that
systems as they develop questions, matter that is not food is changed by plants into matter that is
predictions and/or explanations and food. Examples of systems through which matter cycles may
communicate ideas to others. include organisms, ecosystems, and the Earth. Examples of an
electronic visualization may include a computer program,
simulation, or animation.
3.2 Constructing 3.2.1 Students will be able to apply Physical 5P.3.2.1.1 Construct an explanation based on evidence relating
explanations scientific principles and empirical Science the speed of an object to the energy of that object. (P: 6, CC: 5,
and designing evidence (primary or secondary) to CI: PS3). The emphasis of the practice is on students identifying
solutions explain the causes of phenomena or the evidence that supports particular points in the explanation.
identify weaknesses in explanations Examples of evidence may include the damage and the height
developed by the students or others. attained when going up a ramp.
3.2 Constructing 3.2.2 Students will be able to use their Physical 5P.3.2.2 1 Apply scientific ideas to design, test, and refine a
explanations understanding of scientific principles Science device that converts energy from one form to another.* (P: 6, CC:
and designing and the engineering design process to 5, CI: PS3, ETS1, ETS2) Examples of devices may include electric
solutions design solutions that meet established circuits that convert electrical energy into motion, light, or sound;
criteria and constraints.* and a passive solar heater that converts light into heat. Examples
of constraints may include the materials, cost, or time to design
the device.
4.1 Engaging in 4.1.1 Students will be able to engage in Earth and 5E.4.1.1.1 Use evidence to support an argument that the
Arguing from argument from evidence for the Space apparent brightness of the sun and stars is due to their relative
evidence explanations the students construct, Science distances from Earth. (P: 7, CC: 3, CI: ESS1) Evidence may include
defend and revise their interpretations analogies of light bulbs and distances.
when presented with new evidence,
critically evaluate the scientific
counter arguments.
4.1 Engaging in 4.1.2 Students will be able to argue Life Science 5L.4.1.2.1 Evaluate the merit of a solution to a problem caused by
Arguing from from evidence to justify the best changes in plant and animal populations as a result of
evidence solution to a problem or to compare environmental changes.* (P: 7, CC: 4, CI: LS4, ETS1) Emphasis is
and evaluate competing designs, ideas, on evaluating solutions (based on evidence and design criteria
or methods.* and constraints), not developing new solutions. Examples of
environmental changes may include land characteristics, water
distribution, temperature, food availability, or other the presence
of other organisms.
1.1 Asking 1.1.1 Students will be able to ask ESS: Earth’s 6E.1.1.1.1 Ask questions that arise from observations of patterns
questions and questions about aspects of the Place in the in the movement of night sky objects to test the limitations of a
defining phenomena they observe, the Universe solar system model. (P: 1, CC: 1, CI: ESS1) Emphasis is on
problems conclusions they draw from their students questioning the limitations of their own models and
models or scientific investigations, each questioning the kinds of revisions needed to account for new
other’s ideas, and the information they data. Examples of observations may include the student’s own
read. observations or observations made by others. Examples of night
sky objects include the Moon, constellations, and planets.
1.1 Asking ESS: Earth’s 6E.1.1.1.2 Ask questions to examine an interpretation about the
questions and 1.1.1 Students will be able to ask Systems and relative ages of different rock layers within a sequence of several
defining questions about aspects of the Processes rock layers. (P: 1, CC: 1, CI: ESS1) Emphasis is on the
problems phenomena they observe, the interpretation of rock layers using geologic principles like
conclusions they draw from their superposition and cross-cutting relationships.
models or scientific investigations, each
read.
1.1 Asking 1.1.1 Students will be able to ask ESS: Human 6E.1.1.1.3 Ask questions to clarify evidence of the factors that
questions and questions about aspects of the Impacts and have caused the rise in global temperatures over the past
defining phenomena they observe, the Sustainabilit century. (P: 1, CC: 7, CI: ESS3) Emphasis is on the major role that
problems conclusions they draw from their y in Earth’s human activities play in causing the rise in global temperatures.
models or scientific investigations, each Systems Examples of factors include human activities (such as fossil fuel
other’s ideas, and the information they combustion, cement production, and agricultural activity) and
read. natural processes (such as changes in incoming solar radiation or
volcanic activity). Examples of evidence can include tables,
graphs, and maps of global and regional temperatures,
atmospheric levels of gases such as carbon dioxide and methane,
and the rates of human activities.
1.2 Planning and 1.2.1 Students will be able to design ESS: 6E.1.2.1.1 Collect data and use digital data analysis tools to
carrying out and conduct investigations in the Weather identify patterns to provide evidence for how the motions and
investigations classroom, laboratory, and/or field to and Climate complex interactions of air masses result in changes in weather
test students’ ideas and questions, and conditions.** (P: 3, CC: 2, CI: ESS2) Emphasis is on how weather
will organize and collect data to provide at a fixed location changes in response to moving air masses and
evidence to support claims the students to interactions at frontal boundaries between air masses.
make about phenomena. Examples of weather data may include temperature, air pressure,
precipitation, and wind. Examples of data analysis may include
weather maps, diagrams, and visualizations or may be obtained
through laboratory experiments (such as with condensation).
2.1 Analyzing 2.1.1 Students will be able to represent ESS: Earth’s 6E.2.1.1.1 Analyze and interpret data to determine similarities
and interpreting observations and data in order to Place in the and differences among features and processes occurring on solar
data recognize patterns in the data, the Universe system objects. (P: 4, CC: 3, CI: ESS1) Examples of objects may
meaning of those patterns, and possible include moons, planets, comets or asteroids. Example features
relationships between variables. may include characteristics of an object's atmosphere, surface or
interior. Examples of processes may include erosion, deposition,
cratering, or volcanism.
2.1 Analyzing 2.1.1 Students will be able to represent ESS: Earth’s 6E.2.1.1.2 Analyze and interpret data on the distribution of
and interpreting observations and data in order to Systems and fossils, rocks, continental shapes, and seafloor structures to
data recognize patterns in the data, the Processes provide evidence of past plate motions. (P: 4, CC: 1, CI: ESS2)
meaning of those patterns, and possible Examples of data may include similarities of rock and fossil types
relationships between variables. on different continents, the shapes of the continents (including
the continental shelves), and the locations of ocean floor features
such as ridges and trenches.
2.1 Analyzing 2.1.1 Students will be able to represent ESS: Human 6E.2.1.1.3 Analyze and interpret data on natural hazards to
and interpreting observations and data in order to Impacts and forecast future catastrophic events and inform the development
data recognize patterns in the data, the Sustainabilit of technologies to mitigate their effects.* (P: 4, CC: 1, CI: ESS3,
meaning of those patterns, and possible y in Earth’s ETS1) Examples of natural hazards may be taken from interior
relationships between variables. Systems processes (such as earthquakes and volcanic eruptions), surface
processes (such as mass wasting and tsunamis), or severe
weather events. Examples of data may include the locations,
magnitudes, and frequencies of the natural hazards. Examples of
technologies may include building tornado shelters or barriers to
protect from flooding.
3.1 Developing 3.1.1 Students will be able to develop, ESS: Earth’s 6E.3.1.1.1 Develop and use scale models of solar system objects
and using revise, and use models to represent the Place in the to describe the sizes of objects, the location of objects, and the
models students’ understanding of phenomena Universe motion of the objects; and include the role that gravity and
or systems as they develop questions, inertia play in controlling that motion. (P: 2, CC: 3, CI: ESS1)
predictions and/or explanations, and Emphasis is on the regularity of the motion and accounting for
communicate ideas to others. Earth-based visual observations of the motion of these objects in
our sky. Emphasis is also on recognizing the limitations of any of
the models. Examples may include physical models (such as the
analogy of distance along a football field or computer
visualizations of orbits) or conceptual models (such as
mathematical proportions relative to the size of familiar objects
such as students' school or state). Not included are Kepler’s Laws
and retrograde motion of planets.
3.1 Developing 3.1.1 Students will be able to develop, Earth’s 6E.3.1.1.2 Develop a model, based on observational evidence, to
and using revise, and use models to represent the Systems and describe the cycling and movement of Earth's rock material and
models students’ understanding of phenomena Processes the energy that drives these processes. (P: 2, CC: 5, CI: ESS2)
or systems as they develop questions, Emphasis of the practice is on using observations of processes
predictions and/or explanations, and like weathering and erosion of soil and rock, deposition of
communicate ideas to others. sediment, and crystallization of lava to inform model
development. Emphasis of the core idea is on how these
processes operate over geologic time to form rocks and minerals
through the cycling of Earth’s materials. Examples of models may
be conceptual or physical.
3.1 Developing 3.1.1 Students will be able to develop, ESS: Earth’s 6E.3.1.1.3 Develop a model, based on observational and
and using revise, and use models to represent the Systems and experimental evidence, to describe the cycling of water through
models students’ understanding of phenomena Processes Earth's systems driven by energy from the sun and the force of
or systems as they develop questions, gravity. (P: 2, CC: 5, CI: ESS2) Emphasis of the practice is on
predictions and/or explanations, and developing a way to represent the mechanisms of water
communicate ideas to others. changing state, the global movements of water and energy, and
on how the observational and experimental evidence supports
the model. Examples of models may be conceptual or physical.
3.2 Constructing 3.2.1 Students will be able to apply ESS: Earth’s 6E.3.2.1.1 Construct a scientific explanation based on evidence
explanations scientific principles and empirical Systems and from rock strata for how the geologic time scale is used to
and designing evidence (primary or secondary) to Processes organize Earth's 4.6-billion-year-old history. (P: 6, CC: 3, CI: ESS1)
solutions explain the causes of phenomena or Emphasis is on how analyses of rock formations and the fossils
identify weaknesses in explanations they contain are used to establish relative ages of major events in
developed by the students or others. Earth's history. Examples of major events may include the
evolution or extinction of particular organisms, the formation of
mountain chains and the formation of ocean basins. Not included
is using radioactive decay to age date rocks.
3.2 Constructing 3.2.1 Students will be able to apply ESS: Earth’s 6E.3.2.1.2 Construct a scientific explanation based on evidence
explanations scientific principles and empirical Systems and for how the uneven distribution of Earth's mineral, energy, or
and designing evidence (primary or secondary) to Processes groundwater resources is the result of past geological processes.
solutions explain the causes of phenomena or (P: 6, CC: 2, CI: ESS3) Emphasis is on how these resources are
identify weaknesses in explanations limited and typically non-renewable on a human timeframe.
developed by the students or others. Examples of uneven distribution of resources may include
petroleum (like in the North Dakota Bakken Shale), metal ores
(like iron in the rocks of Minnesota's Iron Range), or groundwater
in the different regions of Minnesota.
3.2 Constructing 3.2.1 Students will be able to apply ESS: Earth’s 6E.3.2.1.3 Apply scientific principles to design a method for
explanations scientific principles and empirical Systems and monitoring and minimizing a human impact on the
and designing evidence (primary or secondary) to Processes environment.* (P: 6, CC: 2, CI: ESS3, ETS1) Emphasis of the
solutions explain the causes of phenomena or practice is on applying scientific principles about Earth’s natural
identify weaknesses in explanations processes (like how water moves through the ground and air) to
developed by the students or others. designing solutions to problems caused by human activity.
Emphasis of the core idea is on how human activity impacts
Earth’s environments. Examples of parts of the design process
may include assessing the kinds of solutions that are feasible, and
designing and evaluating solutions that may reduce those
impacts. Examples of human activities that impact the
environment may include withdrawing too much water from
aquifers, altering stream flow by building dams or levees,
increasing runoff caused by impermeable surfaces like parking
lots, or adding undesirable materials to the air, water or land.
4.1 Engaging in 4.1.1 Students will be able to engage in ESS: Earth’s 6E.4.1.1.1 Construct an argument, supported by evidence, for
Argument from argument from evidence for the Systems and how geoscience processes have changed Earth's surface at
Evidence explanations the students construct, Processes varying time and spatial scales. (P: 7, CC: 3, CI: ESS2) Emphasis is
defend and revise their interpretations on how processes like erosion, deposition, mountain building, and
when presented with new evidence, volcanism affect the surface of Earth. Some processes, like
critically evaluate the scientific mountain building take a long time. Other processes, like
arguments of others, and present landslides, happen quickly. Examples may include how
counter arguments. weathering, erosion and glacial activity have shaped the surface
of Minnesota.
4.2 Obtaining, 4.2.2 Students will be able to gather ESS: Earth’s 6E.4.2.2.1 Communicate how a series of models, including those
evaluating and information about and communicate Place in the used by Minnesota American Indian Tribes and communities and
communicating the methods that are used by various Universe other cultures, are used to explain how motion in the Earth-Sun-
information cultures, especially those of Minnesota Moon system causes the cyclic patterns of lunar phases, eclipses
American Indian Tribes and and seasons. (P: 8, CC: 1, CI: ESS1) Examples of cultures may
communities, to develop explanations include those within the local context of the learning community
of phenomena and design solutions to and within the context of Minnesota. Emphasis is on students
problems. questioning the limitations of their models and revising them to
account for new observations. Models may be physical, graphical
or conceptual.
1.1 Asking 1.1.1 Students will be able to ask LS: Heredity: 7L.1.1.1.1 Ask questions about the processes and outcomes of
questions and questions about aspects of the inheritance various methods of communication between cells of multicellular
defining phenomena they observe, the and organisms. (P: 1, CC: 6, CI: LS1) Examples of questions about
problems conclusions they draw from their Variation of processes and outcomes may include questions about disruptions
models or scientific investigations, each Traits to normal communication processes in the human body, such as
other’s ideas, and the information they in cancer, diabetes, paralysis, or other disorders.
read.
1.1 Asking 1.1.1 Students will be able to ask LS: Heredity: 7L.1.1.1.2 Ask questions that arise from careful observations of
questions and questions about aspects of the inheritance phenomena or models to clarify and or seek additional
defining phenomena they observe, the and information about how changes in genes can affect organisms. (P:
problems conclusions they draw from their Variation of 1, CC: 6, CI: LS3) Examples of changes may include neutral,
models or scientific investigations, each Traits harmful, or beneficial effects to the structure and function of the
other’s ideas, and the information they organism.
read.
1.2 Planning and 1.2.1 Students will be able to design LS: From 7L.1.2.1.1 Conduct an investigation to provide evidence that
carrying out and conduct investigations in the Molecules to living things are made of cells; either one cell or many different
investigations classroom, laboratory, and/or field to Organisms: numbers and types of cells. (P: 3, CC: 3, CI: LS1)
test students’ ideas and questions, and Structures Emphasis is on developing evidence that living things are made of
will organize and collect data to provide and cells, distinguishing between living and non-living things, and
evidence to support claims the students Processes understanding that living things may be made of one cell or of
make about phenomena. many and varied cells.
2.1 Analyzing 2.1.1 Students will be able to represent LS: 7L.2.1.1.1 Analyze and interpret data to provide evidence for the
and interpreting observations and data in order to Ecosystems: effects of resource availability on organisms and populations of
data recognize patterns in the data, the Interactions, organisms in an ecosystem.** (P: 4, CC: 2, CI: LS2) Emphasis is on
meaning of those patterns, and possible Energy, and cause and effect relationships between resources and growth of
relationships between variables. Dynamics individual organisms and the number or organisms in ecosystems
during periods of abundant and scarce resources. Examples may
include populations of MN deer, moose, wolf, scavengers or
aquatic populations in Lake Superior or algal blooms in lakes and
ponds. Examples of evidence may include the use of flow charts
to organize and sequence the algorithm, and to show
relationships.
2.1 Analyzing 2.1.1 Students will be able to represent LS: 7L.2.1.1.2 Analyze and interpret data for patterns in the fossil
and interpreting observations and data in order to Evolution: record that document the existence, diversity, extinction, and
data recognize patterns in the data, the Unity and change of life forms throughout the history of life on Earth. (P: 4,
meaning of those patterns, and possible Diversity CC: 1, CI: LS4) Emphasis is on finding patterns of changes in the
relationships between variables. level of complexity of anatomical structures in organisms and the
chronological order of fossil appearance in the rock layers.
2.1 Analyzing 2.1.1 Students will be able to represent LS: 7L.2.1.1.3 Analyze visual data to compare patterns of similarities
and interpreting observations and data in order to Evolution: in the embryological development across multiple species to
data recognize patterns in the data, the Unity and identify relationships not evident in the fully formed anatomy. **
meaning of those patterns, and possible Diversity (P: 4, CC: 1, CI: LS4) Emphasis is on inferring general patterns of
relationships between variables. relatedness among embryos of different organisms by comparing
their macroscopic appearances on diagrams or pictures.
2.2 Using 2.2.1 Students will be able to use LS: 7L.2.2.1.1 Use an algorithm to explain how natural selection may
mathematics mathematics to represent physical Evolution: lead to increases and decreases of specific traits in
and variables and their relationships; Unity and populations.** (P: 5, CC: 2, CI: LS4) Emphasis is on using
computational compare mathematical expressions to Diversity proportional reasoning to develop mathematical models,
thinking the real world; and engage in probability statements, or simulations to support explanations of
computational thinking as they use or trends in changes to populations over time.
3.1 Developing 3.1.1 Students will be able to develop, LS: From 7L.3.1.1.1 Develop and use a model to describe the function of a
and using revise, and use models to represent Molecules to cell as a whole and describe the way cell parts contribute to the
models their understanding of phenomena or Organisms: cell’s function. (P: 2, CC: 6, CI: LS1) Emphasis is on the cell
systems as they develop questions, Structures functioning as a whole system and the primary role of identified
predictions and/or explanations and and parts of the cell, specifically the nucleus, chloroplasts,
communicate ideas to others. Processes mitochondria, cell membrane, and cell wall.
3.1 Developing 3.1.1 Students will be able to develop, LS: From 7L.3.1.1.2 Develop and use a model to describe how food is
and using revise, and use models to represent Molecules to rearranged through chemical reactions forming new molecules
models their understanding of phenomena or Organisms: that support growth and/or release energy as this matter moves
systems as they develop questions, Structures through an organism. (P: 2, CC: 5, CI: LS1) Emphasis is on
predictions and/or explanations and and describing that molecules are broken apart and put back together
communicate ideas to others. Processes and that in this process, energy is released. Examples may include
models of sugar breakdown into molecules of glucose that power
our bodies, or protein breakdown into amino acids that are later
reassembled to create body structures.
3.1 Developing 3.1.1 Students will be able to develop, LS: 7L.3.1.1.3 Develop and use a model to describe the cycling of
and using revise, and use models to represent Ecosystems: matter and flow of energy among living and nonliving parts of an
models their understanding of phenomena or Interactions, ecosystem. (P: 2, CC: 5, CI: LS2) Emphasis is on describing the
systems as they develop questions, Energy, and conservation of matter and flow of energy into and out of various
predictions and/or explanations and Dynamics ecosystems.
3.1 Developing 3.1.1 Students will be able to develop, LS: Heredity: 7L.3.1.1.4 Develop and use a model to describe why asexual
and using revise, and use models to represent inheritance reproduction results in offspring with identical genetic
models their understanding of phenomena or and information and sexual reproduction results in offspring with
systems as they develop questions, Variation of genetic variation. (P: 2, CC: 2, CI: LS3) Emphasis is on using
predictions and/or explanations and Traits models, such as Punnett squares, diagrams, and simulations to
communicate ideas to others. describe the cause and effect relationship of gene transmission
from parent(s) to offspring and resulting genetic variations.
3.2 Constructing 3.2.1 Students will be able to apply LS: From 7L.3.2.1.1 Construct an explanation based on evidence for how
explanations scientific principles and empirical Molecules to environmental and genetic factors influence the growth of
and designing evidence (primary or secondary) to Organisms: organisms and/or populations. (P: 6, CC: 2, CI: LS1, ETS2)
solutions construct causal explanations of Structures Examples of environmental factors may include local
phenomena or identify weaknesses in and environmental conditions such as availability of food, light,
explanations developed by themselves Processes space, and water. Examples of genetic factors may include large
or others. breed cattle and species of grass affecting growth of organisms.
Examples of evidence may include drought decreasing plant
growth, fertilizer increasing plant growth, different varieties of
plant seeds growing at different rates in different conditions, and
fish growing larger in large ponds than they do in small ponds.
Examples of human activity may include agricultural practices,
phosphorus and nitrogen loading in lakes, hybridization and
breeding practices.
3.2 Constructing 3.2.1 Students will be able to apply LS: From 7L.3.2.1.2 Construct an explanation based on evidence for the
explanations scientific principles and empirical Molecules to role of photosynthesis in the cycling of matter and flow of energy
and designing evidence (primary or secondary) to Organisms: into and out of organisms. (P: 6, CC: 2, CI: LS1) Emphasis of the
solutions construct causal explanations of Structures core idea is on plants and algae using energy from light to make
phenomena or identify weaknesses in and sugars (food for themselves and as an energy source for other
explanations developed by themselves Processes organisms) from carbon dioxide (from air) and water; and in the
or others. process release oxygen.
3.2 Constructing 3.2.1 Students will be able to apply LS: 7L.3.2.1.3 Apply scientific ideas to construct an explanation for
explanations scientific principles and empirical Evolution: the anatomical similarities and differences among modern
and designing evidence (primary or secondary) to Unity and organisms and between modern and fossil organisms to infer
solutions construct causal explanations of Diversity evolutionary relationships. (P: 6, CC: 1, CI: LS4) Emphasis is on
phenomena or identify weaknesses in explanations of the evolutionary relationships among organisms
explanations developed by themselves in terms of similarity of differences of the gross appearance of
or others. anatomical structures.
3.2 Constructing 3.2.1 Students will be able to apply LS: 7L.3.2.1.4 Construct an explanation based on evidence that
explanations scientific principles and empirical Evolution: describes how genetic variations of traits in a population increase
and designing evidence (primary or secondary) to Unity and some individuals’ probability of surviving and reproducing in a
solutions construct causal explanations of Diversity specific environment. (P: 6, CC: 2, CI: LS4) Emphasis is on using
phenomena or identify weaknesses in simple probability statements and proportional reasoning to
explanations developed by themselves construct explanations.
or others.
4.1 Arguing from 4.1.1 Students will be able to engage in LS: From 7L.4.1.1.1 Support or refute an explanation by arguing from
evidence argument from evidence for the Molecules to evidence for how the body is a system of interacting subsystems
explanations the students construct, Organisms: composed of groups of cells. (P: 7, CC: 4, CI: LS1) Emphasis is on
defend and revise their interpretations Structures the conceptual understanding that cells form tissues and tissues
when presented with new evidence, and form organs specialized for particular body functions. Examples
critically evaluate the scientific Processes may include arguments that deal with the interaction of
arguments of others, and present subsystems within a system and the normal functioning of those
counter arguments. systems.
4.1 Arguing from 4.1.1 Students will be able to engage in LS: From 7L.4.1.1.2 Support or refute an explanation by arguing from
evidence argument from evidence for the Molecules to evidence and scientific reasoning for how animal behavior and
explanations they construct, defend and Organisms: plant structures affect the probability of successful reproduction.
revise their interpretations when Structures (P: 7, CC: 2, CI: LS1) Examples of behaviors that affect the
presented with new evidence, critically and probability of animal reproduction may include nest building to
evaluate the scientific arguments of Processes protect young, herding of animals to protect young from
others, and present counter arguments. predators, and vocalization and/or colorful plumage to attract
mates for breeding. Examples of animal behaviors that affect the
probability of plant reproduction may include transferring pollen
or seeds, and creating conditions for seed germination and
growth. Examples of plant structures may include bright flowers
attracting butterflies that transfer pollen, flower nectar and odors
that attract insects that transfer pollen, and hard shells on nuts
that squirrels bury.
4.1 Arguing from 4.1.2 Students will be able to argue LS: 7L.4.1.2.1 Construct an argument supported by empirical
evidence from evidence to justify the best Ecosystems: evidence that changes in physical or biological components of an
solution to a problem or to compare Interactions, ecosystem affect populations. (P: 7, CC: 7, CI: LS2) Emphasis is on
and evaluate competing designs, ideas, Energy, and recognizing patterns in data and making warranted inferences
or methods.* Dynamics about changes in populations, and on evaluating empirical
evidence supporting arguments about changes and/or impacts to
ecosystems. Examples of physical components may include
human-built structures like urban developments, or dams.
4.1 Arguing from 4.1.2 Students will be able to argue LS: 7L.4.1.2.2 Evaluate competing design solutions for maintaining
evidence from evidence to justify the best Ecosystems: biodiversity or ecosystem services.* (P: 7, CC: 2, CI: LS2, ETS2)
solution to a problem or to compare Interactions, Emphasis is on evaluating a solution that reduces environmental
and evaluate competing designs, ideas, Energy, and harm while still benefiting humans. Examples of ecosystem
or methods.* Dynamics services (natural processes within ecosystems that humans also
benefit from) may include water purification as it cycles through
Earth’s systems, nutrient recycling, climate stabilization,
decomposition of wastes, and pollination. Examples of design
solution constraints may include scientific, economic, and social
considerations.
4.2 Obtaining, 4.2.2 Students will be able to gather LS: 7L.4.2.2.1 Gather multiple sources of information and
evaluating and information about and communicate Ecosystems: communicate how Minnesota American Indian Tribes and
communicating the methods that are used by various Interactions, communities and other cultures use knowledge to predict or
information cultures, especially those of Minnesota Energy, and interpret patterns of interactions among organisms across
American Indian Tribes and Dynamics multiple ecosystems. (P: 8, CC: 1, CI: LS2, ETS2) Examples of
communities, to develop explanations cultures may include those within the local context of the learning
of phenomena and design solutions to community and within the context of Minnesota. Emphasis is on
problems. predicting consistent patterns of interactions in different
ecosystems in terms of the relationships among and between
organisms and abiotic components of ecosystems. Examples of
types of interactions may include competition, predation and
mutualisms.
1.1 Asking 1.1.1 Students will be able to ask PS: Matter 8P.1.1.1.1 Ask questions about locations of common elements on
questions and questions about aspects of the and its the periodic table to note patterns in the properties of similarly
defining phenomena they observe, the Interactions grouped elements. (P: 1, CC: 1, CI: PS1) Emphasis is on the
problems conclusions they draw from their similar properties within columns of the periodic table. Examples
models or scientific investigations, each of questions that students may think to ask may include how are
other’s ideas, and the information they the properties of elements in a column similar and different.
read.
1.1 Asking 1.1.1 Students will be able to ask PS: Motion 8P.1.1.1.2 Ask questions about data to determine the factors that
questions and questions about aspects of the and affect the strength of electric and magnetic forces. (P: 1, CC: 2, CI:
defining phenomena they observe, the Stability: PS2) Examples of data may include the number of turns of wire
problems conclusions they draw from their Forces and in a coil, the strength of magnets, and the current through the
models or scientific investigations, each Interactions wire and their effect on the speed of rotation in a simple motor.
read.
1.2 Planning and 1.2.1 Students will be able to design PS: Matter 8P.1.2.1.1 Plan and conduct an investigation of changes in pure
carrying out and conduct investigations in the and its substances when thermal energy is added or removed and relate
investigations classroom, laboratory, and/or field to Interactions those changes to particle motion. (P: 3, CC: 2, CI: PS1) Emphasis
test students’ ideas and questions, and is on qualitative molecular-level models of solids, liquids, and
will organize and collect data to provide gases to show that adding or removing thermal energy increases
evidence to support claims the students or decreases kinetic energy of the particles until a change of state
make about phenomena. occurs.
1.2 Planning and 1.2.1 Students will be able to design PS: Motion 8P.1.2.1.2 Plan and conduct an investigation to provide evidence
carrying out and conduct investigations in the and that the change in an object’s motion depends on the sum of the
investigations classroom, laboratory, and/or field to Stability: forces on the object and the mass of the object. (P: 3, CC: 7, CI:
test students’ ideas and questions, and Forces and PS2) Emphasis is on balanced (Newton’s First Law) and
will organize and collect data to provide Interactions unbalanced forces in a system, qualitative comparisons of forces,
evidence to support claims the students mass and changes in motion (Newton’s Second Law), frame of
make about phenomena. reference, and specification of units.
1.2 Planning and 1.2.1 Students will be able to design PS: Motion 8P.1.2.1.3 Conduct an investigation and evaluate the
carrying out and conduct investigations in the and experimental design to provide evidence that fields exist
investigations classroom, laboratory, and/or field to Stability: between objects exerting forces on each other even though the
test students’ ideas and questions, and Forces and objects are not in contact. (P: 3, CC: 2, CI: PS2) Examples of this
will organize and collect data to provide Interactions phenomenon may include the interactions of magnets,
evidence to support claims the students electrically-charged strips of tape, and electrically-charged pith
make about phenomena. balls. Examples of investigations may include first-hand
experiences or simulations.
1.2 Planning and 1.2.1 Students will be able to design PS: Energy 8P.1.2.1.4 Plan and conduct an investigation to determine how
carrying out and conduct investigations in the the temperature of a substance is affected by the transfer of
investigations classroom, laboratory, and/or field to energy, the amount of mass, and the type of matter. (P: 3, CC: 2,
test students’ ideas and questions, and CI: PS 3) Emphasis is on conceptualizing temperature as the
will organize and collect data to provide average kinetic energy of a substance’s particles. Examples of
evidence to support claims the students investigations may include comparing final water temperatures
make about phenomena. after different masses of ice melt in equal volumes of water with
the same initial temperature, and temperature changes of
different materials with the same mass as they heat or cool in the
environment.
2.1 Analyzing 2.1.1 Students will be able to represent PS: Matter 8P.2.1.1.1 Analyze and interpret data on the properties of
and interpreting observations and data in order to and its substances before and after the substances interact to determine
data recognize patterns in the data, the Interactions if a chemical reaction has occurred. (P: 4, CC: 1, CI: PS1)
meaning of those patterns, and possible Examples of reactions may include burning sugar or steel wool,
relationships between variables. fat reacting with sodium hydroxide, and mixing zinc with
hydrogen chloride. Examples of properties may include density,
melting point, boiling point, solubility, flammability, and odor.
2.1 Analyzing 2.1.1 Students will be able to represent PS: Energy 8P.2.1.1.2 Construct and interpret graphical displays of data to
and interpreting observations and data in order to describe the relationship of kinetic energy to the mass and speed
data recognize patterns in the data, the of an object. (P: 4, CC: 3, CI: PS3) Emphasis is on descriptive
meaning of those patterns, and possible relationships between kinetic energy and mass separately from
relationships between variables. kinetic energy and speed. Examples may include riding a bicycle
at different speeds, rolling different sizes of rocks downhill, and
getting hit by a Wiffle ball versus a tennis ball.
2.2 Using 2.2.1 Students will be able to use PS: Waves 8P.2.2.1.1 Use mathematical representations to describe a
mathematics mathematics to represent physical and their simple model for waves that includes how the amplitude of a
and variables and their relationships; Applications wave is related to the energy in a wave. (P: 5, CC: 1, CI: PS4)
computational compare mathematical expressions to Emphasis is on describing waves (standard repeating waves) with
thinking the real world; and engage in both qualitative and quantitative thinking. Not included is
computational thinking as they use or electromagnetic waves.
2.2 Using 2.2.1 Students will be able to use PS: Energy 8P.2.2.1.2 Create a computer program to illustrate the transfer of
mathematics mathematics to represent physical energy within a system where energy changes form.** (P: 5, CC:
and variables and their relationships; 7, CI: PS3) Emphasis of the programming skills is the use of
computational compare mathematical expressions to sequences, events and conditionals. Examples of a system may
thinking the real world; and engage in include a roller coaster, a pendulum, an electric water heater, and
computational thinking as they use or a solar electric collector.
3.1 Developing 3.1.1 Students will be able to develop, PS: Matter 8P.3.1.1.1 Develop models to describe the atomic composition of
and using revise, and use models to represent and its simple molecules and crystals. (P: 2, CC: 3, CI: PS1) Emphasis is
models their understanding of phenomena or Interactions on developing models of molecules that vary in complexity.
systems as they develop questions, Examples of simple molecules may include ammonia and
predictions and/or explanations and methane. Examples of crystal structures may include sodium
communicate ideas to others. chloride or quartz, pyrite or diamonds. Does not include valence
electrons and bonding energy, discussing the ionic nature of
subunits of complex structures, or a complete description of all
individual atoms in a complex molecule or crystal structure.
3.1 Developing 3.1.1 Students will be able to develop, PS: Matter 8P.3.1.1.2 Develop and use a model to describe how the total
and using revise, and use models to represent and its number of atoms does not change in a chemical reaction and
models their understanding of phenomena or Interactions thus mass is conserved. (P: 2, CC: 5, CI: PS1) Emphasis is on the
systems as they develop questions, law of conservation of matter. Examples of models may include
predictions and/or explanations and physical models, digital formats, or drawings, which represent
communicate ideas to others. atoms. Not included are atomic masses, balancing symbolic
equations, or intermolecular forces.
3.1 Developing 3.1.1 Students will be able to develop, PS: Energy 8P.3.1.1.3 Develop and revise a model to describe that when the
and using revise, and use models to represent arrangement of objects interacting at a distance changes,
models their understanding of phenomena or different amounts of potential energy are stored in the system.
systems as they develop questions, (P: 2, CC: 5, CI: PS3) Emphasis is on relative amounts potential
predictions and/or explanations and energy not on calculations of potential energy. Examples of
communicate ideas to others. objects within systems interacting at varying distances may
include: the Earth and either a roller coaster cart at varying
positions on a hill or objects at varying heights on shelves,
changing the direction/orientation of a magnet, and a balloon
with static electrical charge being brought closer to a classmate’s
hair. Examples of models may include representations, diagrams,
3.1 Developing 3.1.1 Students will be able to develop, pictures, and
PS: Waves 8P.3.1.1.4 writtenand
Develop descriptions
use a modelof systems.
to qualitatively describe that
and using revise, and use models to represent and their waves are reflected, absorbed, or transmitted through various
models their understanding of phenomena or Applications materials. (P: 2, CC: 4, CI: PS4) Emphasis is on both light and
systems as they develop questions, mechanical waves. Examples of models may include drawings,
predictions and/or explanations and simulations, a storyboard/diagram and written descriptions.
3.2 Constructing 3.2.1 Students will be able to apply PS: Matter 8P.3.2.1.1 Construct an explanation based on evidence and
explanations scientific principles and empirical and its scientific principles of a common phenomenon that can be
and designing evidence (primary or secondary) to Interactions explained by the motions of molecules. (P: 6, CC: 3, CI: PS1)
solutions explain the causes of phenomena or Emphasis of the core idea is that the movement of small particles
identify weaknesses in explanations (atoms or molecules) can explain the behavior of macroscopic
developed by the students or others. phenomena. Examples of phenomena may include expansion of
balloons, diffusion of odors, and pressure changes in gases due to
heating and cooling.
3.2 Constructing 3.2.2 Students will be able to use their PS: Matter 8P.3.2.2.1 Construct, test and modify a device that either
explanations understanding of scientific principles and its releases or absorbs thermal energy by chemical processes.* (P: 6,
and designing and the engineering design process to Interactions CC: 5, CI: PS1, ETS1) Emphasis is on the design, controlling the
solutions design solutions that meet established transfer of energy to the environment, and modification of a
criteria and constraints.* device using factors such as type and concentration of a
substance. Examples of chemical reactions include dissolving
ammonium chloride or calcium chloride in water.
3.2 Constructing 3.2.2 Students will be able to use their PS: Motion 8P.3.2.2.2 Design a solution to a problem involving the motion of
explanations understanding of scientific principles and two colliding objects using Newton’s 3rd Law.* (P: 6, CC: 4, CI:
and designing and the engineering design process to Stability: PS2, ETS1) Examples of practical problems may include the
solutions design solutions that meet established Forces and impact of one dimensional collisions between two cars, between
criteria and constraints.* Interactions a car and stationary objects, and between a meteor and a space
vehicle.
3.2 Constructing 3.2.2 Students will be able to use their PS: Energy 8P.3.2.2.3 Design, construct, and test a device that either
explanations understanding of scientific principles minimizes or maximizes thermal energy transfer.* (P: 6, CC: 5, CI:
and designing and the engineering design process to PS3, ETS1) Emphasis is on using scientific principles to design the
solutions design solutions that meet established device. Examples of devices may include an insulated box, a solar
criteria and constraints.* cooker, and a foam cup.
4.1 Arguing from 4.1.1 Students will be able to engage in PS: Motion 8P.4.1.1.1 Construct and present arguments using evidence to
evidence argument from evidence for the and support the claim that gravitational interactions are attractive and
explanations the students construct, Stability: depend on the masses of interacting objects. (P: 7, CC: 3, CI: PS2)
defend and revise their interpretations Forces and Examples of evidence for arguments may include data generated
when presented with new evidence, Interactions from simulations or digital tools; and charts displaying mass,
critically evaluate the scientific strength of interaction, distance from the Sun, and orbital periods
arguments of others, and present of objects within the solar system. Not included are Newton’s Law
counter arguments. of Gravitation or Kepler’s Laws.
4.1 Arguing from 4.1.1 Students will be able to engage in PS: Motion 8P.4.1.1.2 Compare and evaluate evidence to support the claim
evidence argument from evidence for the and that when the kinetic energy of an object changes, energy is
explanations the students construct, Stability: transferred to or from the object. (P: 7, CC: 5, CI: PS3) Examples
defend and revise their interpretations Forces and of empirical evidence used in the students' arguments may
when presented with new evidence, Interactions include the temperature or motion of an object before and after
critically evaluate the scientific an energy transfer.
counter arguments.
4.2 Obtaining, 4.2.1 Students will be able to read and PS: Matter 8P.4.2.1.1 Gather and evaluate information from multiple
evaluating and interpret multiple sources to obtain and its sources to describe that synthetic materials come from natural
communicating information, evaluate the merit and Interactions resources and impact society. (P: 8, CC: 6, CI: PS1) Emphasis of
information validity of claims and design solutions, the practice is to synthesize information from multiple
and communicate information, ideas, appropriate sources and assess the credibility, accuracy and
and evidence in a variety of formats. possible bias of each publication. Emphasis is on natural
resources that undergo a chemical process to form the synthetic
material. Examples of new materials may include plastic,
medicines, foods, and alternative fuels.
4.2 Obtaining, 4.2.1 Students will be able to read and PS: Waves 8P.4.2.1.2 Integrate qualitative scientific and technical
evaluating and interpret multiple sources to obtain and their information to support the claim that digitized signals are a more
communicating information, evaluate the merit and Applications reliable way to encode and transmit information than analog
information validity of claims and design solutions, signals.** (P: 8, CC: 6, CI: PS4) Emphasis of the practice is on
and communicate information, ideas, using information to support and clarify claims. Emphasis of the
and evidence in a variety of formats. core idea is on understanding that waves (encoded both analog
and digitally) can be used for communication purposes. Examples
of encoding and transmitting information may include using fiber
optic cable to transmit light pulses, radio wave pulses in wifi
devices, and conversion of stored binary patterns to make sound
or text on a computer screen.
1.1 Asking 1.1.1 Students will be able to ask ESS: Earth’s 9E.1.1.1.1 Ask questions to clarify how seismic energy traveling
questions and questions about aspects of the Systems and through Earth's interior can provide evidence for Earth’s internal
defining phenomena they observe, the Processes structure. (P: 1, CC: 6,CI: ESS2) Emphasis is on how wave
problems conclusions they draw from their propagation depends on the density of the medium through
models or scientific investigations, each which the wave travels and how seismic data is used to support
other’s ideas, and the information they the idea of a layered earth.
read.
1.2 Planning and 1.2.1 Students will be able to design ESS: Earth’s 9E.1.2.1.1 Plan and conduct an investigation of the properties of
carrying out and conduct investigations in the Systems and water and its effects on Earth materials and surface processes. (P:
investigations classroom, laboratory, and/or field to Processes 3, CC: 6, CI: ESS2) Emphasis is on physical and chemical
test students’ ideas and questions, and investigations with water and a variety of solid materials to
will organize and collect data to provide provide the evidence for how processes in the water cycle and
evidence to support claims the students rock cycle interact. Examples of physical investigations may
make about phenomena. include transportation and deposition of various sediment types
and sizes, erosion of surfaces with varying amounts of soil
moisture content and/or ground cover, or frost wedging by the
expansion of water as it freezes. Examples of chemical
investigations may include chemical weathering and
recrystallization (by testing the solubility of different materials) or
melt generation (by examining how water lowers the melting
temperature of most solids). Examples specific to Minnesota may
include chemical weathering of limestone to create karst
topography.
1.2 Planning and 1.2.1 Students will be able to design ESS: Human 9E.1.2.1.2 Plan and conduct an investigation of the properties of
carrying out and conduct investigations in the Impacts and soils to model the effects of human activity on soil resources. (P:
investigations classroom, laboratory, and/or field to Sustainabilit 3, CC: 2, CI: ESS3, ETS2) Emphasis is on identifying variables to
test students’ ideas and questions, and y in Earth’s test, developing a workable experimental design, and identifying
will organize and collect data to provide Systems limitations of the data. Examples of variables may include soil
evidence to support claims the students type and composition (particularly those found in Minnesota),
make about phenomena erosion rate, water infiltration rates, nutrient profiles, soil
conservation practices, or specific crop requirements.
2.1 Analyzing 2.1.1 Students will be able to represent ESS: Earth’s 9E.2.1.1.1 Analyze data to make a valid scientific claim about
and interpreting observations and data in order to Place in the the way stars, over their life cycle, produce elements. (P: 4, CC: 5,
data recognize patterns in the data, the Universe CI: ESS1) Emphasis is on the way nucleosynthesis, and therefore
meaning of those patterns, and possible the different elements created, varies as a function of the mass of
relationships between variables. a star and the stage of its lifetime.
2.1 Analyzing 2.1.1 Students will be able to represent ESS: Earth’s 9E.2.1.1.2 Analyze geoscience data to make a claim that one
and interpreting observations and data in order to Systems and change to the Earth's surface can create feedbacks that cause
data recognize patterns in the data, the Processes changes to other Earth systems. (P: 4, CC: 7, CI: ESS2, ETS2)
meaning of those patterns, and possible Emphasis is on using data analysis tools and techniques in order
relationships between variables. to make valid scientific claims. Examples may include climate
feedback mechanisms, such as how an increase in greenhouse
gases causes a rise in global temperatures that melt glaciers and
sea ice, which reduces the amount of sunlight reflected from the
Earth's surface (albedo), increasing surface temperatures and
further reducing the amount of ice. Examples may also be taken
from other system interactions, such as how the loss of ground
vegetation causes an increase in water runoff and soil erosion;
how dammed rivers increase groundwater recharge, decrease
sediment transport, and increase coastal erosion; or how the loss
of wetlands causes a decrease in local humidity that further
reduces the wetland extent and longevity.
2.1 Analyzing 2.1.1 Students will be able to represent ESS: Human 9E.2.1.1.3 Analyze geoscience data and the results from global
and interpreting observations and data in order to Impacts and climate models to make an evidence-based forecast of the
data recognize patterns in the data, the Sustainabilit current rate of global or regional climate change and associated
meaning of those patterns, and possible y in Earth’s future impacts to Earth's systems and human infrastructure.* (P:
relationships between variables. Systems 4, CC: 7, ESS3, ETS1) Examples of evidence (for both data and
climate model outputs) may include precipitation and
temperature and their associated impacts on sea level, glacial ice
volumes, and atmosphere and ocean composition. Engineering
examples may include using climate change data (rising sea
levels) to evaluate the impact the ability of sewer system to
handle runoff or of existing wells to produce potable water.
2.2 Using 2.2.1 Students will be able to use ESS: Earth’s 9E.2.2.1.1 Use mathematical and computational representations
mathematics mathematics to represent physical Place in the to predict the motion of natural and human-made objects that
and variables and their relationships; Universe are in orbit in the solar system. ** (P: 5, CC: 3, CI: ESS1, ETS2)
computational compare mathematical expressions to Emphasis is on Kepler’s laws of planetary motion and Newtonian
thinking the real world; and engage in gravitational laws governing orbital motions, which apply to
computational thinking as they use or human-made satellites as well as planets and moons.
2.2 Using 2.2.1 Students will be able to use ESS: Earth’s 9E.2.2.1.2 Develop a computational model, based on
mathematics mathematics to represent physical Systems and observational data, experimental evidence, and chemical theory,
and variables and their relationships; Processes to describe the cycling of carbon among Earth’s systems.** (P: 2,
computational compare mathematical expressions to CC: 5, CI: ESS2) Emphasis is on quantitative modeling of carbon
thinking the real world; and engage in as it cycles through the ocean, air, rock (particularly limestone),
computational thinking as they use or soil, and organisms. Emphasis is also on using empirical evidence
develop algorithms to describe the and scientific reasoning to inform the algorithmic thinking about
natural or designed worlds. the conservation and cycling of matter.
2.2 Using 2.2.1 Students will be able to use ESS: Human 9E.2.2.1.3 Develop or use an algorithmic representation, based
mathematics mathematics to represent physical Impacts and on investigations of causes and effects in complex Earth systems,
and variables and their relationships; Sustainabilit to illustrate the relationships within some part of the Earth
computational compare mathematical expressions to y in Earth’s system and how human activity might affect those relationships.
thinking the real world; and engage in Systems (P: 5, CC: 4, CI: ESS3, ETS2) Emphasis is on students identifying
computational thinking as they use or the interacting components of a system, mathematically
develop algorithms to describe the modeling how those factors interact and accounting for the
natural or designed worlds. effects of human activity on the system. Examples may include
local systems in which natural and human-influenced variables
impact the amount of runoff.
3.1 Developing 3.1.1 Students will be able to develop, ESS: Earth’s 9E.3.1.1.1 Develop and use a model based on evidence to
and using revise, and use models to represent Place in the illustrate the life span of the sun and the role of nuclear fusion in
models their understanding of phenomena or Universe the sun’s core to release energy that eventually reaches Earth in
systems as they develop questions, the form of radiation. (P: 2, CC: 3, CI: ESS1) Emphasis is on
predictions and/or explanations and showing the relationships among the fuel, products and the
communicate ideas to others. energy transfer mechanisms that allow energy from nuclear
fusion in the sun's core to reach the Earth. Examples of evidence
that students might use include the masses and life times of other
stars, as well as the ways that the sun's radiation varies due to
sudden solar flares, sunspot cycles, and non-cyclic variations over
the centuries.
3.1 Developing 3.1.1 Students will be able to develop, ESS: Earth’s 9E.3.1.1.2 Develop and use a model based on evidence to
and using revise, and use models to represent Systems and explain how Earth’s internal and surface processes operate at
models their understanding of phenomena or Processes different spatial and temporal scales to form continental and
systems as they develop questions, ocean-floor features. (P: 2, CC: 7, CI: ESS2) Emphasis is on how
predictions and/or explanations and the appearance of land features (such as mountains, and
communicate ideas to others. valleys), and seafloor features (such as trenches and ridges) are
a result of both constructive mechanisms (such as volcanism, and
tectonic motion) and destructive mechanisms (such as
weathering, and coastal erosion). Examples specific to Minnesota
may include features formed relatively recently during
continental glaciation and volcanic features that have long since
been eroded away.
3.1 Developing 3.1.1 Students will be able to develop, ESS: 9E.3.1.1.3 Develop and use a model to describe how unequal
and using revise, and use models to represent Weather heating and rotation of the Earth cause patterns of atmospheric
models their understanding of phenomena or and Climate and oceanic circulation that determine regional climates. (P: 2,
systems as they develop questions, CC: 4, CI: ESS2) Emphasis is on how patterns vary by latitude,
predictions and/or explanations and altitude, and geographic land distribution. Emphasis of
communicate ideas to others. atmospheric circulation is on the sunlight-driven latitudinal
banding, the Coriolis effect, and resulting prevailing winds;
emphasis of ocean circulation is on the transfer of heat by the
global ocean currents, which is constrained by the Coriolis effect
and the outlines of continents. Examples of models may be
diagrams, maps and globes, or digital representations.
3.1 Developing 3.1.1 Students will be able to develop, ESS: 9E.3.1.1.4 Use a model to describe how variations in the flow of
and using revise, and use models to represent Weather energy into and out of Earth’s systems result in changes in
models their understanding of phenomena or and Climate climate. (P: 2, CC: 2, CI: ESS2). Emphasis is on using a model to
systems as they develop questions, describe the mechanism for how energy flow affects changes in
predictions and/or explanations and climate. Examples of the causes of climate change differ by
communicate ideas to others. timescale and may include: 1 - 10 years: large volcanic eruptions,
ocean circulation; 10-100s of years: changes in human activity,
ocean circulation, solar output; 10 - 100s of thousands of years:
changes to Earth's orbit and the orientation of its axis; and 10 -
100s of millions of years: long term changes in atmospheric
composition.
3.2 Constructing 3.2.1 Students will be able to apply ESS: Earth’s 9E.3.2.1.1 Construct an explanation that links astronomical
explanations scientific principles and empirical Place in the evidence of light spectra, motion of distant galaxies, and
and designing evidence (primary or secondary) to Universe composition of matter in the universe to the Big Bang. (P: 6, CC:
solutions explain the causes of phenomena or 5, CI: ESS1, ETS2) Emphasis is on how the redshift of light from
identify weaknesses in explanations galaxies is an indication of cosmic expansion, on how the cosmic
developed by the students or others. microwave background radiation is a remnant of the Big Bang,
and on how the observed composition of ordinary matter,
primarily found in stars and interstellar gases, matches that
predicted by the Big Bang.
3.2 Constructing 3.2.1 Students will be able to apply ESS: Earth’s 9E.3.2.1.2 Apply scientific reasoning and evidence from ancient
explanations scientific principles and empirical Place in the Earth materials, meteorites, and other planetary surfaces to
and designing evidence (primary or secondary) to Universe construct an account of Earth’s formation and early history. (P: 6,
solutions construct causal explanations of CC: 7, CI: ESS1) Emphasis of the practice is on linking the evidence
phenomena or identify weaknesses in to the claims about Earth’s formation. Emphasis of the core idea
explanations developed by themselves is on using available evidence within the solar system to
or others. reconstruct the early history of Earth. Examples of evidence
include the absolute ages of ancient materials, the sizes and
compositions of solar system objects, and the impact cratering
record of planetary surfaces.
3.2 Constructing 3.2.2 Students will be able to use their ESS: Human 9E.3.2.2.1 Evaluate or refine a technological solution to reduce
explanations understanding of scientific principles Impacts and the human impacts on a natural system and base the evaluations
and designing and the engineering design process to Sustainabilit or refinements on evidence and analysis of pertinent data.* (P: 6,
solutions design solutions that meet established y in Earth’s CC: 7, CI: ESS3, ETS1, ETS2) Emphasis is on prioritizing identified
criteria and constraints.* Systems criteria and constraints related to social and environmental
considerations. Examples of data for the impacts of human
activities may include the quantities and types of pollutants
released into air or groundwater, changes to biomass and species
diversity, or areal changes in land surface use (for surface mining,
urban development, or agriculture). Examples for limiting impacts
may range from local efforts (such as reducing, reusing, and
recycling resources) to large-scale geoengineering design
solutions (such as altering global temperatures by making large
changes to the atmosphere or ocean).
4.1 Arguing from 4.1.1 Students will be able to engage in ESS: Earth’s 9E.4.1.1.1 Evaluate the evidence of the past and current
evidence argument from evidence for the Place in the movements of continental and oceanic crust and the theory of
explanations the students construct, Universe plate tectonics to explain the ages of crustal rocks. (P: 7, CC: 1,
defend and revise their interpretations CI: ESS1) Emphasis is on evaluating the strengths, weaknesses
when presented with new evidence, and reliability of the given evidence along with its ability to
critically evaluate the scientific support logical and reasonable arguments about the motion and
arguments of others, and present age of crustal plates. Examples of evidence may include the ages
counter arguments. of oceanic crust which increase with distance from mid-ocean
ridges (a result of seafloor spreading), the ages of North
American continental crust decreasing with distance away from a
central ancient core (a result of past plate interactions).
4.1 Arguing from 4.1.1 Students will be able to engage in ESS: Earth’s 9E.4.1.1.2 Evaluate the evidence and reasoning for the
evidence argument from evidence for the Systems and explanatory model that Earth's interior is layered and that
explanations the students construct, Processes thermal convection drives the cycling of matter. (P: 7, CC: 5, CI:
defend and revise their interpretations ESS2) Emphasis is on how plate tectonics is controlled by mantle
when presented with new evidence, convection (due to the outward flow of energy from the decay of
critically evaluate the scientific radioactive isotopes and the gravitational movement of denser
arguments of others, and present materials toward the interior).
counter arguments.
4.1 Arguing from 4.1.1 Students will be able to engage in ESS: Human 9E.4.1.1.3 Evaluate competing design solutions for developing,
evidence argument from evidence for the Impacts and managing, and utilizing energy and mineral resources based on
explanations the students construct, Sustainabilit cost-benefit ratios.* (P: 7, CC: 5, CI: ESS3, ETS1) Emphasis is on
defend and revise their interpretations y in Earth’s the conservation, recycling, and reuse of resources (such as
when presented with new evidence, Systems minerals, metals or soils) where possible, and on minimizing
critically evaluate the scientific impacts where it is not. Examples include developing best
arguments of others, and present practices for agricultural soil use, mining (for fracking sand, iron
counter arguments. ore, and rare metals), and pumping (for oil and natural gas).
4.2 Obtaining, 4.2.1 Students will be able to read and ESS: 9E.4.2.1.1 Compare, integrate and evaluate sources of
evaluating and interpret multiple sources to obtain Weather information in order to determine how specific factors, including
communicating information, evaluate the merit and and Climate human activity, impact the groundwater system of a region. (P: 8,
information validity of claims and design solutions, CC: 2, CI: ESS2, ETS2) Emphasis is on the making sense of
and communicate information, ideas, technical information presented in a variety of formats (graphs,
and evidence in a variety of formats. diagrams and words). Example of sources of information may
include student experimental data. Examples of factors may
include porosity, permeability, sediment or rock type, recharge or
discharge factors, and potential energy. Examples of human
factors may include usage rates, run-off, agricultural practices,
and loss of wetlands.
4.2 Obtaining, 4.2.2 Students will be able to gather ESS: Human 9E.4.2.2.1 Apply place-based evidence, including those from
evaluating and information about and communicate Impacts and Minnesota American Indian Tribes and communities and other
communicating the methods that are used by various Sustainabilit cultures, to construct an explanation of how a warming climate
information cultures, especially those of Minnesota y in Earth’s impacts the hydrosphere, geosphere, biosphere, or atmosphere.
American Indian Tribes and Systems (P: 8, CC: 4, CI: ESS3) Examples of cultures may include those
communities, to develop explanations within the local context of the learning community and within the
of phenomena and design solutions to context of Minnesota. Emphasis is on understanding and using
problems. American Indian knowledge systems to describe regional impacts
of climate change to Minnesota. Examples may include the water
cycle and how precipitation change over time impacts cultural
practices related to nibi (“water” in the Ojibwe language); or the
decline/species loss of wiigwaas (“paper birch” in the Ojibwe
language and an important tree in Anishinaabe culture) due to
climate stressors like drought or changes in snow cover.
1.1 Asking 1.1.1 Students will be able to ask LS: Heredity: 9L.1.1.1.1 Ask questions to clarify relationships about the role of
questions and questions about aspects of the Inheritance DNA and chromosomes in coding the instructions for
defining phenomena they observe, the and characteristic traits passed from parents to offspring. (P: 1, CC: 2,
problems conclusions they draw from their Variation of CI: LS3) Examples of relationships may include relationships
models or scientific investigations, each Traits between mutated DNA sequences or chromosomal deletions and
other’s ideas, and the information they their effect on traits.
read.
1.2 Planning and 1.2.1 Students will be able to design LS: From 9L.1.2.1.1 Plan and conduct an investigation to provide evidence
carrying out and conduct investigations in the Molecules to that feedback mechanisms maintain homeostasis. (P: 3, CC: 7, CI:
investigations classroom, laboratory, and/or field to Organisms: LS1) Examples of investigations may include heart rate response
test students’ ideas and questions, and Structures to exercise, stomata response to moisture and temperature, and
will organize and collect data to provide and root development in response to water levels.
evidence to support claims the students Processes
2.1 Analyzing 2.1.1 Students will be able to represent LS: Heredity: 9L.2.1.1.1 Apply concepts of probability to explain and predict
and interpreting observations and data in order to Inheritance the variation and distribution of expressed traits in a population.
data recognize patterns in the data, the and (P: 4, CC: 3, CI: LS3) Examples of traits in human groups may
meaning of those patterns, and possible Variation of include lactose intolerance, or high-altitude adaptation.
relationships between variables. Traits
2.1 Analyzing 2.1.1 Students will be able to represent LS: 9L.2.1.1.2 Apply concepts of statistics and probability to support
and interpreting observations and data in order to Evolution: explanations that organisms with an advantageous heritable trait
data recognize patterns in the data, the Unity and tend to increase in proportion to organisms lacking this trait. (P:
meaning of those patterns, and possible Diversity 4, CC: 1, CI: LS4) Emphasis is on analyzing shifts in the numerical
relationships between variables. distribution of traits and using these shifts as evidence to support
explanations. Examples of advantageous traits may antibiotic
resistance in bacteria, or the coloration and camouflage of
animals in response to changing environmental conditions.
2.2 Using 2.2.1 Students will be able to use LS: 9L.2.2.1.1 Use a computational model to support or revise an
mathematics mathematics to represent physical Ecosystems: evidence-based explanation for factors that have ecological and
and variables and their relationships, Interactions, economic impacts on different sized ecosystems, including factors
computational compare mathematical expressions to Energy, and caused by the practices of various human groups.** (P: 5, CC: 3,
thinking the real world, and engage in Dynamics CI: LS2) Examples of ecological impacts might include changes in
computational thinking as they use or the carrying capacity, species numbers and/or types of organisms
develop algorithms to describe the present in an environment. Examples of human practices that can
natural or designed worlds have positive or negative impacts, such as stream restoration
versus deforestation as an ecological example. Examples of
computational models may include online simulations of
population dynamics, population ecology, or population growth.
2.2 Using 2.2.1 Students will be able to use LS: 9L.2.2.1.2 Use a computational model to support claims for the
mathematics mathematics to represent physical Ecosystems: cycling of matter and flow of energy among organisms in an
and variables and their relationships, Interactions, ecosystem.** (P: 5, CC: 5, CI: LS2) Examples of claims about
computational compare mathematical expressions to Energy, and matter cycles may include how carbon, nitrogen, or water cycles
thinking the real world, and engage in Dynamics through the environment, and/or how disruptions to those
computational thinking as they use or systems affect matter cycling. Examples of energy flow may
develop algorithms to describe the include the transfer of the sun’s energy into and among
natural or designed worlds organisms, and/or connections between fossil fuel burning and
the carbon cycle. Examples of computational models may include
online simulations and animated representations
3.1 Developing 3.1.1 Students will be able to develop, LS: From 9L.3.1.1.1 Develop and use a model to illustrate the levels of
and using revise, and use models to represent Molecules to organization of interacting systems and how that translates into
models their understanding of phenomena or Organisms: specific functions in multicellular organisms.** (P: 2, CC: 6, CI:
systems as they develop questions, Structures LS1) Emphasis is on specific functions at the organ system level
predictions and/or explanations and and such as nutrient uptake, water delivery, and organism movement
communicate ideas to others. Processes in response to neural stimuli. Examples of models may include
real (e.g. fish, birds, insects, etc.) or imaginary organisms with
attention to the various structures and systems that assist the
organism in performing necessary life functions.
3.1 Developing 3.1.1 Students will be able to develop, LS: From 9L.3.1.1.2 Use a model to illustrate the role of cellular division
and using revise, and use models to represent Molecules to (mitosis) and differentiation in producing and maintaining
models their understanding of phenomena or Organisms: complex organisms. (P: 2, CC: 2, CI: LS1) Examples of models may
systems as they develop questions, Structures include diagrams and conceptual models.
predictions and/or explanations and and
communicate ideas to others. Processes
3.1 Developing 3.1.1 Students will be able to develop, LS: From 9L.3.1.1.3 Use a model to illustrate how photosynthesis
and using revise, and use models to represent Molecules to transforms light energy into stored chemical energy. (P: 2, CC: 4,
models their understanding of phenomena or Organisms: CI: LS1) Emphasis is on illustrating inputs and outputs of matter
systems as they develop questions, Structures and the transfer and transformation of energy in photosynthesis
predictions and/or explanations and and by plants and other photosynthesizing organisms. Examples of
communicate ideas to others. Processes models may include diagrams, chemical equations, and
conceptual models.
3.1 Developing 3.1.1 Students will be able to develop, LS: From 9L.3.1.1.4 Use a model to illustrate that cellular respiration is a
and using revise, and use models to represent Molecules to chemical process in which energy from food is used to create new
models their understanding of phenomena or Organisms: compounds (P: 2, CC: 5, CI: LS1) Emphasis is on the conceptual
systems as they develop questions, Structures understanding of the inputs and outputs of the process of cellular
predictions and/or explanations and and respiration
communicate ideas to others. Processes
3.2 Constructing 3.2.1 Students will be able to apply LS: From 9L.3.2.1.1 Construct an explanation based on evidence for how
explanations scientific principles and empirical Molecules to the structure of DNA determines the structure of the proteins
and designing evidence (primary or secondary) to Organisms: that carry out the essential functions of life. (P: 6, CC: 6, CI: LS1).
solutions explain the causes of phenomena or Structures
identify weaknesses in explanations and
developed by the students or others. Processes
3.2 Constructing 3.2.1 Students will be able to apply LS: From 9L.3.2.1.2 Construct and revise an explanation based on evidence
explanations scientific principles and empirical Molecules to for how various elements combine with carbon to form
and designing evidence (primary or secondary) to Organisms: molecules that form the basis for life on Earth (P: 6, CC: 5, CI: LS1)
solutions explain the causes of phenomena or Structures Emphasis is on using evidence from models and simulations to
identify weaknesses in explanations and support explanations. Examples of molecules may include
developed by the students or others. Processes proteins, lipids, carbohydrates and nucleic acids.
3.2 Constructing 3.2.1 Students will be able to apply LS: 9L.3.2.1.3 Construct and revise an explanation based on evidence
explanations scientific principles and empirical Ecosystems: about the role of photosynthesis and cellular respiration
and designing evidence (primary or secondary) to Interactions, (including anaerobic processes) in the cycling of carbon among
solutions explain the causes of phenomena or Energy, and the biosphere, atmosphere, hydrosphere, and geosphere. (P: 6,
identify weaknesses in explanations Dynamics CC: 7, CI: LS2) Emphasis is on the importance of biological
developed by the students or others. processes in the global scale cycling of carbon and on a
conceptual understanding of the role of aerobic and anaerobic
respiration in different environments.
3.2 Constructing 3.2.1 Students will be able to apply LS: 9L.3.2.1.4 Construct an explanation based on evidence that the
explanations scientific principles and empirical Evolution: process of evolution primarily results from four factors:
and designing evidence (primary or secondary) to Unity and reproduction within a species, heritable genetic variation of
solutions explain the causes of phenomena or Diversity individuals in that species, competition for limited resources, and
identify weaknesses in explanations increased survival and reproduction of the individuals best suited
developed by the students or others. for the environment. (P: 6, CC: 2, CI: LS4) Emphasis is on using
evidence to explain the influence each of the four factors has on
the number, behavior, morphology, or physiology of organisms, in
terms of their ability to compete for limited resources and
subsequent survival of individuals and adaptation of their species.
Examples of evidence may include mathematical models such as
simple distribution graphs and proportional reasoning.
3.2 Constructing 3.2.1 Students will be able to apply LS: 9L.3.2.1.5 Construct an explanation based on evidence for how
explanations scientific principles and empirical Evolution: natural selection leads to the adaptation of populations. (P: 6,
and designing evidence (primary or secondary) to Unity and CC: 2, CI: LS4) Emphasis is on using data to provide evidence for
solutions explain the causes of phenomena or Diversity how specific biotic and abiotic differences in ecosystems
identify weaknesses in explanations contribute to a change in gene frequency over time, leading to
developed by the students or others. adaptation of populations. Examples of selective forces may
include long-term climate change, or variations in seasonal
temperatures, pH, light cycles, geographic barriers, or in response
to the evolution of other organisms.
4.1 Arguing from 4.1.1 Students will be able to engage in LS: 9L.4.1.1.1 Evaluate evidence for the role of group behavior on an
evidence argument from evidence for the Ecosystems: individual’s and species’ chances to survive and reproduce. (P: 7,
explanations the students construct, Interactions, CC: 2, CI: LS2) Emphasis of the practice is on identifying evidence
defend and revise their interpretations Energy, and supporting the outcomes of group behavior, and developing
when presented with new evidence, Dynamics logical and reasonable arguments based on evidence. Emphasis
critically evaluate the scientific of the core idea is on distinguishing between group and individual
arguments of others, and present behavior. Examples of group behavior may include herding,
counter arguments. migratory behaviors, or various symbioses.
4.1 Arguing from 4.1.1 Students will be able to engage in LS: Heredity: 9L.4.1.1.2 Make and defend a claim based on evidence that
evidence argument from evidence for the Inheritance heritable genetic variations may result from (1) new genetic
explanations the students construct, and combinations through meiosis, (2) viable errors occurring during
defend and revise their interpretations Variation of replication, and/or (3) mutations caused by environmental
when presented with new evidence, Traits factors. (P: 7, CC: 2, CI: LS3) Emphasis is on using data to support
critically evaluate the scientific arguments for the ways variation occurs.
counter arguments.
4.1 Arguing from 4.1.1 Students will be able to engage in LS: 9L.4.1.1.3 Evaluate the evidence supporting claims that changes
evidence argument from evidence for the Evolution: in environmental conditions may result in (1) increases in the
explanations the students construct, Unity and number of individuals of some species, (2) the emergence of new
defend and revise their interpretations Diversity species over time, and (3) the extinction of other species (P: 7,
when presented with new evidence, CC: 2, CI: LS4) Emphasis is on determining cause and effect
critically evaluate the scientific relationships for (1) how changes to the environment such as
arguments of others, and present deforestation, fishing, application of fertilizers, drought, flood,
counter arguments. and (2) the rate of change of the environment affect distribution
or disappearance of traits in species.
4.1 Arguing from 4.2.1 Students will be able to read and LS: 9L.4.2.1.1 Communicate scientific information that common
evidence interpret multiple sources to obtain Evolution: ancestry and biological evolution are supported by multiple lines
information, evaluate the merit and Unity and of empirical evidence. (P: 8, CC: 1, CI: LS4) Emphasis is on
validity of claims and design solutions, Diversity conceptual understanding of the role each line of evidence has
and communicate information, ideas, relating to common ancestry and biological evolution. Examples
and evidence in a variety of formats. of evidence may include similarities in DNA sequences, the fossil
record, artificial selection, anatomical structures, and the order of
appearance of structures in embryological development.
4.2 Obtaining, 4.2.2 Students will be able to gather LS: 9L.4.2.2.1 Obtain and communicate information about how
evaluating and information about and communicate Ecosystems: Minnesota American Indian Tribes and communities and other
communicating the methods that are used by various Interactions, cultures construct solutions to mitigate threats to biodiversity.*
information cultures, especially those of Minnesota Energy, and (P: 8, CC: 7, CI: LS2, ETS1) Examples of cultures may include those
American Indian Tribes and Dynamics within the local context of the learning community and within the
communities, to develop explanations context of Minnesota. Examples of threats to biodiversity may
of phenomena and design solutions to include climate change, deforestation, urbanization, dam
problems. construction or removal, invasive species, human population
growth, threatening/endangering species, agricultural practices,
extraction, and the use of fossil fuels.
1.1 Asking 1.1.1 Students will be able to ask Chem: 9C.1.1.1.1 Ask questions about the impact of greenhouse gases
questions and questions about aspects of the Energy and on the Earth’s climate, by analyzing their molecular structure and
defining phenomena they observe, the Chemical responses during energy absorption (P: 1, CC: 5, CI: PS1)
problems conclusions they draw from their Processes in Emphasis should include natural and human-made sources.
models or scientific investigations, each Everyday Structures should include molecular shape.
other’s ideas, and the information they Life
read.
1.2 Planning and 1.2.1 Students will be able to design Chem: 9C.1.2.1.1 Plan and conduct an investigation to gather evidence
carrying out and conduct investigations in the Structure to compare the structure of substances and infer the strength of
investigations classroom, laboratory, and/or field to and electrical forces between particles. (P: 3, CC: 1, CI: PS1) Emphasis
test students’ ideas and questions, and Properties of is on understanding the strengths of forces between particles, not
will organize and collect data to provide Matter on naming specific intermolecular forces (such as dipole-dipole).
evidence to support claims the students Examples of particles may include ions, atoms, molecules, and
make about phenomena. networked materials (such as graphite). Examples of collected
evidence may include the melting point and boiling point, vapor
pressure, and surface tension.
1.2 Planning and 1.2.1 Students will be able to design Chem: 9C.1.2.1.2 Plan and conduct an investigation of acid-base
carrying out and conduct investigations in the Chemical reactions to test ideas about the concentrations of the hydronium
investigations classroom, laboratory, and/or field to and Nuclear ion in an aqueous solution (pH). (P:3, CC: 3, CI: PS1) Emphasis is
test students’ ideas and questions, and Reactions on developing an understanding of pH scales and various ways to
will organize and collect data to provide measure pH. Also included is understanding the relative strength
evidence to support claims the students of acidity based on periodic properties of elements, the
make about phenomena. electronegativity model of electron distribution, empirical dipole
moments, and molecular geometry. Examples of investigations
may include household chemicals and ocean acidification
analogs.
2.1 Analyzing 2.1.1 Students will be able to represent Chem: 9C.2.1.1.1 Analyze patterns in air or water quality data to make
and interpreting observations and data in order to Energy and claims about the causes and severity of a problem and the
data recognize patterns in the data, the Chemical necessity to remediate or to recommend a treatment process. (P:
meaning of those patterns, and possible Processes in 4, CC :2, CI: PS3) Emphasis is on the scale of the problem and
relationships between variables. Everyday appropriate use of concentration units. Examples of pollutant
Life data may include ozone, lead, particulates, nitrates, or
microorganisms. Examples of remediation may include physical,
chemical or biological processes.
2.2 Using 2.2.1 Students will be able to use Chem: 9C.2.2.1.1 Develop a data simulation, based on observations and
mathematics mathematics to represent physical Structure experimental data of how the pressure, volume, temperature,
and variables and their relationships; and and mass of a gas are related to each other, to predict the effect
computational compare mathematical expressions to Properties of on a system of changing one of those variables.** (P: 5, CC: 2, CI:
thinking the real world; and engage in Matter PS1) Emphasis is on applying the kinetic molecular theory of
computational thinking as they use or gases to develop gas laws. Example systems may include
develop algorithms to describe the balloons, tires, or syringes.
2.2 Using 2.2.1 Students will be able to use Chem: 9C.2.2.1.2 Use mathematical representations to support the
mathematics mathematics to represent physical Chemical claim that atoms, and therefore mass, are conserved during a
and variables and their relationships; and Nuclear chemical reaction. (P: 5, CC: 5, CI: PS1) Emphasis of the practice is
computational compare mathematical expressions to Reactions on using mathematical ideas to communicate the proportional
thinking the real world; and engage in relationships between the masses of atoms in the reactants and
computational thinking as they use or products. Emphasis of the core idea is on the translation of these
develop algorithms to describe the relationships to the macroscopic scale using the mole as the
natural or designed worlds. conversion from the atomic to the macroscopic scale.
3.1 Developing 3.1.1 Students will be able to develop, Chem: 9C.3.1.1.1 Use the periodic table as a model to predict the
and using revise, and use models to represent the Structure relative properties of elements based on the patterns of valence
models students’ understanding of phenomena and electrons. (P: 2, CC: 1, CI: PS1) Emphasis is on properties that
or systems as they develop questions, Properties of could be predicted from patterns may include reactivity of metals,
predictions and/or explanations, and Matter types of bonds formed (ionic versus covalent), and numbers of
communicate ideas to others. bonds formed.
3.1 Developing 3.1.1 Students will be able to develop, Chem: 9C.3.1.1.2 Develop a model based on evidence to illustrate that
and using revise, and use models to represent the Structure the release or absorption of energy from a chemical reaction
models students’ understanding of phenomena and system depends upon the changes in total bond energy. (P: 2, CC:
or systems as they develop questions, Properties of 5, CI: PS1) Emphasis of the practice is on illustrating the
predictions and/or explanations, and Matter relationships between components of the system. Emphasis of
communicate ideas to others. the core idea is on how a chemical reaction is a system that
affects the energy change. Examples of models may include
molecular level drawings, diagrams, graphs showing the relative
energies of reactants and products, and representations showing
energy is conserved. Not included is the calculation of the total
bond energy change during a chemical reaction from the bond
energies of reactants and products.
3.1 Developing 3.1.1 Students will be able to develop, Chem: 9C.3.1.1.3 Develop models to illustrate the changes in the
and using revise, and use models to represent the Chemical composition of the nucleus of the atom and the energy released
models students’ understanding of phenomena and Nuclear during the processes of fission, fusion, and radioactive decay. (P:
or systems as they develop questions, Reactions 2, CC: 5, CI: PS1) Emphasis is on simple qualitative models and on
predictions and/or explanations, and the scale of energy released in nuclear processes relative to other
communicate ideas to others. kinds of transformations. Not included is quantitative calculations
of the energy released.
3.2 Constructing 3.2.1 Students will be able to apply Chem: 9C.3.2.1.1 Construct and revise an explanation for the outcome
explanations scientific principles and empirical Chemical of a simple chemical reaction based on the outermost electron
and designing evidence (primary or secondary) to and Nuclear states of atoms, trends in the periodic table, and knowledge of
solutions explain the causes of phenomena or Reactions the patterns of chemical properties. (P: 6, CC: 1, CI: PS1)
identify weaknesses in explanations Examples of chemical reactions may include synthesis,
developed by the students or others. decomposition, or combustion.
3.2 Constructing 3.2.1 Students will be able to apply Chem: 9C.3.2.1.2 Apply scientific principles and evidence to provide an
explanations scientific principles and empirical Chemical explanation about the effects of changing the surface area,
and designing evidence (primary or secondary) to and Nuclear agitation, temperature, and concentration of the reacting
solutions explain the causes of phenomena or Reactions particles on the rate at which the reaction occurs (P: 6, CC: 1, CI:
identify weaknesses in explanations PS1) Emphasis is on student reasoning that focuses on the
developed by the students or others. number and energy of collisions between molecules and on
simple reactions in which there are only two reactants. Examples
of evidence may include temperature, concentration, and rate
data; and qualitative relationships between rate and
temperature.
3.2 Constructing 3.2.1 Students will be able to apply Chem: 9C.3.2.1.3 Construct an explanation for the phenomenon of
explanations scientific principles and empirical Energy and solution creation and identify from patterns how the properties
and designing evidence (primary or secondary) to Chemical of the resulting solution depend on the interactions between
solutions construct causal explanations of Processes in solute and solvent or on concentrations of solutes. (P: 6, CC: 1, CI:
phenomena or identify weaknesses in Everyday PS1) Emphasis is on polarity, solubility, boiling point elevation,
explanations developed by themselves Life freezing point depression, and osmosis. Examples may include
or others. salts dissolving to make water hard, road salt, antifreeze, oil
spills, reverse osmosis water systems.
3.2 Constructing 3.2.2 Students will be able to use their Chem: 9C.3.2.2.1 Evaluate the design and function of products and
explanations understanding of scientific principles Energy and processes involving organic compounds to meet desired needs in
and designing and the engineering design process to Chemical relationship to the molecular structures and in particular, the
solutions design solutions that meet established Processes in functional groups involved.* (P: 6, CC: 6,CI: PS1, ETS1) Examples
criteria and constraints.* Everyday of desired needs are having flexible but durable materials made
Life up of long-chained molecules (polymers and plastics), and having
pharmaceuticals designed to interact with specific receptors.
4.2 Obtaining, 4.2.1 Students will be able to read and Chem: 9C.4.2.1.1 Communicate scientific and technical information
evaluating and interpret multiple sources to obtain Structure about why the molecular-level structure is important in the
communicating information, evaluate the merit and and functioning of designed materials.* (P: 8, CC: 6, CI: PS1)
information validity of claims and design solutions, Properties of Emphasis is on the attractive and repulsive forces that determine
and communicate information, ideas, Matter the functioning of the material. Examples may include why
and evidence in a variety of formats. electrically conductive materials are often made of metal.
4.2 Obtaining, 4.2.1 Students will be able to read and Chem: 9C.4.2.1.2 Review text and online sources to develop a series of
evaluating and interpret multiple sources to obtain Energy and questions regarding the chemistry, utility, and safety of nuclear
communicating information, evaluate the merit and Chemical fission. (P: 8, CC: 7,CI: PS1) Emphasis is on evaluating the
information validity of claims and design solutions, Processes in argument and specific claims in the text including the validity of
and communicate information, ideas, Everyday reasoning as well as the relevance and sufficiency of the
and evidence in a variety of formats. Life evidence. Examples may include fission (nuclear power
generation, nuclear weapons) and the use of fission by-products
(nuclear medicine, food irradiation).
4.2 Obtaining, 4.2.2 Students will be able to gather Chem: 9C.4.2.2.1 Communicate and evaluate claims by various
evaluating and information about and communicate Energy and stakeholders, including Minnesota American Indian Tribes and
communicating the methods that are used by various Chemical communities and other cultures, about the environmental
information cultures, especially those of Minnesota Processes in impacts of various chemical processes on natural resources. (P: 8,
American Indian Tribes and Everyday CC: 2, CI: PS1) Examples of cultures may include those within the
communities, to develop explanations Life local context of the learning community and within the context of
of phenomena and design solutions to Minnesota. Examples of natural resources may include wild rice
problems. harvesting, mining of minerals, and access to clean air and water.
Examples of chemical processes may include sulfate in water/soil,
acid mine drainage, and air and water pollution.
1.1 Asking 1.1.1 Students will be able to ask Phys: Waves 9P.1.1.1.1 Evaluate questions about the advantages and
questions and questions about aspects of the and their disadvantages of using digital transmission and storage of
defining phenomena they observe, the Applications information.* ** (P: 1, CC: 7, CI: PS4, ETS1) Emphasis is on the
problems conclusions they draw from their tradeoffs involved in the transmission and storage of data
models or scientific investigations, each elements. Examples of advantages may include that digital
other’s ideas, and the information they information is stable because it can be stored reliably in computer
read. memory, transferred easily, and copied and shared rapidly.
Examples of disadvantages may include issues of easy deletion,
security, and theft.
1.2 Planning and 1.2.1 Students will be able to design Phys: 9P.1.2.1.1 Plan and conduct an investigation to provide evidence
carrying out and conduct investigations in the Motion and that an electric current can produce a magnetic field and that a
investigations classroom, laboratory, and/or field to Stability: changing magnetic field can produce an electric current. (P: 3, CC:
test students’ ideas and questions, and Forces and 2, CI: PS2) Examples of contexts for investigations may include
will organize and collect data to provide Interactions coils, motors, generators, and transformers.
1.2 Planning and 1.2.1 Students will be able to design Phys: Energy 9P.1.2.1.2 Plan and conduct an investigation to provide evidence
carrying out and conduct investigations in the that the transfer of thermal energy when two components of
investigations classroom, laboratory, and/or field to different temperatures are combined within a closed system
test students’ ideas and questions, and results in a more uniform energy distribution among the
will organize and collect data to provide components in the system. (P: 3, CC: 3, CI: PS3) Emphasis is on
evidence to support claims the students analyzing data from student investigations and using
make about phenomena. mathematical thinking to describe the energy changes both
quantitatively and conceptually may include mixing liquids at
different initial temperatures or adding objects at different
temperatures to water.
2.1 Analyzing 2.1.1 Students will be able to represent Phys: 9P.2.1.1.1 Analyze data to support the claim that Newton’s
and interpreting observations and data in order to Motion and second law of motion describes the mathematical relationship
data recognize patterns in the data, the Stability: among the net force on a macroscopic object, its mass, and its
meaning of those patterns, and possible Forces and acceleration. (P: 4, CC: 2, PS: 2) Examples of data (including data
relationships between variables. Interactions from student investigations) may include tables or graphs of
position or velocity as a function of time for objects subject to a
net unbalanced force, such as a falling object, an object sliding
down a ramp, or a moving object being pulled by a constant
force.
2.2 Mathematics 2.2.1 Students will be able to use Phys: 9P.2.2.1.1 Apply mathematical representations to support the
and mathematics to represent physical Motion and claim that the total momentum of a system of objects is
Computational variables and their relationships; Stability: conserved when there is no net force on the system. (P: 5, CC: 4,
Thinking compare mathematical expressions to Forces and CI: PS2) Emphasis is on the quantitative conservation of
the real world; and engage in Interactions momentum in interactions and the qualitative meaning of this
computational thinking as they use or principle. Examples may include investigating changes in
develop algorithms to describe the momentum before and after collisions in closed systems.
2.2 Mathematics 2.2.1 Students will be able to use Phys: 9P.2.2.1.2 Apply mathematical representations of Newton’s Law
and mathematics to represent physical Motion and of Gravitation and Coulomb’s Law to describe and predict the
Computational variables and their relationships; Stability: gravitational and electrostatic forces between objects. (P: 5, CC:
Thinking compare mathematical expressions to Forces and 1, CI: PS2) Emphasis is on both quantitative and conceptual
the real world; and engage in Interactions descriptions of gravitational and electric fields and the forces on
computational thinking as they use or objects in the fields.
2.2 Mathematics 2.2.1 Students will be able to use Phys: Energy 9P.2.2.1.3 Create a computational model to calculate the change
and mathematics to represent physical in the energy of one component in a system when the change in
Computational variables and their relationships; energy of the other component(s) and energy flows in or out of
Thinking compare mathematical expressions to the system are known.** (P: 5, CC: 4, CI: PS3) Emphasis is on
the real world; and engage in explaining the meaning of mathematical expressions used in the
computational thinking as they use or model for systems of two or three components. Forms of energy
develop algorithms to describe the may include thermal energy, kinetic energy, and elastic potential
natural or designed worlds. energy. Computational models may include the creation or use of
a simulation or the analysis of a data set.
3.1 Developing 3.1.1 Students will be able to develop, Phys: Energy 9P.3.1.1.1 Develop and use models to illustrate that energy at the
and using revise, and use models to represent the macroscopic scale can be accounted for as a combination of
models students’ understanding of phenomena energy associated with the motions of particles (objects) and
or systems as they develop questions, energy associated with the relative positions of particles
predictions and/or explanations, and (objects). (P: 2, CC: 5, CI: PS3) Examples of phenomena at the
communicate ideas to others. macroscopic scale may include the conversion of kinetic energy
to thermal energy, the energy stored due to position of an object
above Earth, and the energy stored between two electrically-
charged plates. Examples of models may include diagrams,
drawings, descriptions, and computer simulations.
3.1 Developing 3.1.1 Students will be able to develop, Phys: Energy 9P.3.1.1.2 Develop and use a model of two objects interacting
and using revise, and use models to represent the through electric or magnetic fields to illustrate the forces
models students’ understanding of phenomena between two objects and the changes in energy of the two
or systems as they develop questions, objects due to the interaction and describe how these forces are
predictions and/or explanations, and present in phenomena. (P: 2, CC: 2, CI: PS3) Examples of models
communicate ideas to others. may include drawings, diagrams, and texts, such as drawings of
what happens when two charges of opposite polarity are near
each other. Examples of phenomena may include motors,
electromagnetic induction, speakers, generators, wireless
charging, and induction cooktops.
3.2 Constructing 3.2.2 Students will be able to use their Phys: 9P.3.2.2.1 Develop a computer simulation to demonstrate the
explanations understanding of scientific principles Motion and impact of a proposed solution that minimizes the force on a
and designing and the engineering design process to Stability: macroscopic object during a collision.** (P: 6, CC: 2, CI: PS2,
solutions design solutions that meet established Forces and ETS1) Emphasis is on applying science and engineering principles
criteria and constraints.* Interactions and analyzing the energy conversions. Examples of a device may
include a helmet, a parachute, an airbag, and packaging for safe
shipping.
3.2 Constructing 3.2.2 Students will be able to use their Phys: Energy 9P.3.2.2.2 Evaluate a solution to a complex energy-related
explanations understanding of scientific principles problem based on prioritized criteria and tradeoffs that account
and designing and the engineering design process to for a range of constraints, including cost, safety, reliability,
solutions design solutions that meet established aesthetics, and maintenance, as well as social, cultural, and
criteria and constraints.* environmental impacts.* (P: 6, CC: 2, CI: PS3, ETS1) Examples of
energy-related problems may be drawn from alternative energy,
manufacturing , and transportation systems.
4.1 Arguing from 4.1.1 Students will be able to engage in Phys: Waves 9P.4.1.1.1 Evaluate the claims, evidence, and reasoning behind
evidence argument from evidence for the and their the argument that electromagnetic radiation can be described
explanations the students construct, Applications using either by a wave model or a particle model, and that for
defend and revise their interpretations some phenomena one model is more useful than the other. (P: 7,
when presented with new evidence, CC: 4, CI: PS4) Emphasis is on how the experimental evidence
critically evaluate the scientific supports the claim and how a theory is generally modified in light
arguments of others, and present of new evidence. Examples of phenomena may include
counter arguments. resonance, interference, diffraction, and photoelectric effect.
4.2 Obtaining, 4.2.1 Students will be able to read and Phys: Waves 9P.4.2.1.1 Evaluate the validity and reliability of claims in
evaluating and interpret multiple sources to obtain and their published materials of the effects that different frequencies of
communicating information, evaluate the merit and Applications electromagnetic radiation have when absorbed by matter. (P: 8,
information validity of claims and design solutions, CC: 2, CI: PS4) Emphasis is on the idea that photons associated
and communicate information, ideas, with different frequencies of light have different energies, and the
and evidence in a variety of formats. damage to living tissue from electromagnetic radiation depends
on the energy of the radiation. Examples may include medical
imaging technology and communication devices.
4.2 Obtaining, 4.2.1 Students will be able to read and Phys: Waves 9P.4.2.1.2 Communicate technical information about how some
evaluating and interpret multiple sources to obtain and their technological devices use the principles of wave behavior and
communicating information, evaluate the merit and Applications wave interactions with matter to transmit and capture
information validity of claims and design solutions, information and energy.* (P: 8, CC: 2, CI: PS4) Examples of devices
and communicate information, ideas, may include medical imaging technologies, cell phones, GPS,
and evidence in a variety of formats. Doppler radar or solar cells that capture light and convert it to
electricity.

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Minnesota Academic Standards in Science, Approved DRAFT, June 21, 2019 page 1

Grade -----Strand------Substrand-----------------Standard---------------Content Area-------------------------------------- Benchmark

4.2 Obtaining, 4.2.2 Students will be able to gather Earth and

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